UNIVERSITY  OF  CALIFORNIA 
AT  LOS  ANGELES 


UNIVERSr  \LIFORKI* 

LOS  ANGELES 

-:    -.ART 


THE    FEDERAL    BOARD   FOR 

VOCATIONAL  EDUCATION 

ITS  HISTORY,  ACTIVITIES 

AND    ORGANIZATION 


THE  INSTITUTE  FOR  GOVERNMENT  RESEARCH 
Washington,  D.  C. 


The  Institute  for  Government  Research  is  an  association  of 
citizens  for  cooperating  with  pubHc  officials  in  the  scientific 
study  of  government  with  a  view  to  promoting  efficiency  and 
economy  in  its  operations  and  advancing  the  science  of  ad- 
ministration. It  aims  to  bring  into  existence  such  informa- 
tion and  materials  as  will  aid  in  the  formation  of  public  opin- 
ion and  will  assist  officials,  particularly  those  of  the  national 
government,  in  their  efforts  to  put  the  public  administration 
upon  a  more  efficient  basis. 

To  this  end,  it  seeks  by  the  thoroughgoing  study  and  exam- 
ination of  the  best  administrative  practice,  public  and  private, 
American  and  foreign,  to  formulate  those  principles  which  lie 
at  the  basis  of  all  sound  administration,  and  to  determine  their 
proper  adaptation  to  the  specific  needs  of  our  public  adminis- 
tration. 

The  accomplishment  of  specific  reforms  the  Institute  recog- 
nizes to  be  the  task  of  those  who  are  charged  with  the  respon- 
sibility of  legislation  and  administration;  but  it  seeks  to  assist, 
by  scientific  study  and  research,  in  laying  a  solid  foundation  of 
information  and  experience  upon  which  such  reforms  may  be 
successfully   built. 

While  some  of  the  Institute's  studies  find  application  only  in 
the  form  of  practical  cooperation  with  the  administrative  of- 
ficers directly  concerned,  many  are  of  interest  to  other  admin- 
istrators and  of  general  educational  value.  The  results  of 
such  studies  the  Institute  purposes  to  publish  in  such  form  as 
will  insure  for  them  the  widest  possible  utilization. 


Robert  S. 


Brookings, 
Chairman 


Officers 


James  F.  Curtis, 

Secretary 

Edwin  A.  Alderman 
Robert   S.   Brookings 
James  P',  Curtis 
R.  Fulton  Cutting 
Frederic  A.  Delano 
George  Eastman 
Raymond  B.  Fosdick 
Felix  Frankfurter 


Frank  J.  Goodnow, 

Vice-Chairman 

Frederick  Strauss, 

Treasurer 


Trustees 

Edwin  F.  Gay 
Frank  J.  Goodnow 
Jerome  D.  Greene 
Arthur  T.  Hadley 
Herbert  C.  Hoover 
A.  Lawrence  Lowell 
Samuel  Mather 
Richard  B.   Mellon 

Director 

W.  F.   Willoughby 

Editor 

F.  W.   Powell 


Charles  D.  Norton 
Martin  A.  Ryerson 
Frederick  Strauss 
Silas  H.  Strawn 
William  H.  Taft 
Ray  Lyman  Wilbur 
Robert  S.  Woodward 


INSTITUTE  FOR  GOVERNMENT  RESEARCH 

SERVICE  MONOGRAPHS 

OF   THE 

UNITED  STATES  GOVERNMENT 
No.  6 


THE   FEDERAL   BOARD   FOR 
VOCATIONAL  EDUCATION 

ITS  HISTORY,  ACTIVITIES 
AND  ORGANIZATION 

BY 

W.  STULL  HOLT 


D.  APPLETON  AND  COMPANY 

NEW  YORK  LONDON 

1922 


14927? 


Copyright,  1922,  by 
THE  INSTITUTE  FOR  GOVERNMENT  RESEARCH 


paiKTBD  nr  thi  tfnitid  statbs  o»  aicxbioa 


PUBLICATIONS  OF  THE 
INSTITUTE  FOR  GOVERNMENT  RESEARCH 


STUDIES  IN  ADMINISTRATION 

The   System  of  Financieil  Administration  of  Great  Britain 

By  W.  F.  Willoughby,  W.  W.  Willoughby,  and  S.  M.  Lindsay 
The  Budget 

By  Rene  Stourm 

T.    Plazinski,   Translator;    W.   F.    McCaleb,   Editor 
The  Canadian  Budgetary  System 

By  H.  G.  Villard  and  W.  W.  Willoughby 
The  Problem  of  a  National  Budget 

By  W.  F.  WiUoughliy 
The  Movement  for  Budgetary  Reform  in  the  States 

By  W.  F.  Willoughby 
Teacher's  Pension  Systems  in  the  United  States 

By    Paul    Studensky 
Organized  Efforts  for  the  Improvement  of  Methods  of  Ad- 
ministration in  the  United  States 

By  Gustavus  A.   Weber 
The  Federal  Service:    A  Study  of  the  System  of  Personal 
Administration  of  the  United  States   Government 

By   Lewis   Mayors 
The    System    of    Financial    Administration    of    the    United 
States    (In  Preparation) 

PRINCIPLES  OF  ADMINISTRATION 

Principles  Governing  the  Retirement  of  Public  Employees 

By  Lewis   Meriam 
Principles   of   Government  Purchasing 

By  Arthur  G.  Thomas 
Principles   of   Government  Accounting  and   Reporting 

By  Francis  Oakey,  C.  P.  A. 
Principles   of   Personnel   Administration 

By  Arthur  W.  Procter 

SERVICE    MONOGRAPHS    OF    THE    UNITED    STATES 
GOVERNMENT 
The   Geological   Survey 
The  Reclamation  Service 
The  Bureau  of  Mines 
The  Alaskan  Engineering  Commission 
The  Tariff  Commission 

The  Federal  Board  for  Vocational  Education 
The  Federal  Trade  Commission 
The   Steamboat-Inspection   Service 
The  National  Parks  Service 
The  Public  Health  Service 
The  Weather  Bureau 
The  Employee's   Compensation   Commission 


FOREWORD 

The  first  essential  to  efficient  administration  of  any  enter- 
prise is  full  knowledge  of  its  present  make-up  and  operation. 
Without  full  and  complete  information  before  'them,  as  to 
existing  organization,  personnel,  plant,  and  methods  of  oper- 
ation and  control,  neither  legislators  nor  administrators  can 
properly  perform  their  functions. 

The  greater  the  work,  the  more  varied  the  activities  en- 
gaged in,  and  the  more  complex  the  organization  employed, 
and  more  imperative  becomes  the  necessity  that  this  informa- 
tion shall  be  available — and  available  in  such  a  form  that  it 
can  readily  be  utilized. 

Of  all  undertakings,  none  in  the  United  States,  and  few,  if 
any,  in  the  world,  approach  in  magnitude,  complexity,  and 
importance  that  of  the  national  government  of  the  United 
States.  As  President  Taft  expressed  it  in  his  message  to  Con- 
gress of  January  17,  19 12,  in  referring  to  the  inquiry  being 
made  under  his  direction  into  the  efficiency  and  economy  of  the 
methods  of  prosecuting  public  business,  the  activities  of  the 
national  government  "are  almost  as  varied  as  those  of  the  en- 
tire business  world.  The  operations  of  the  government  affect 
the  interest  of  every  person  living  within  the  jurisdiction  of 
the  United  States.  Its  organization  embraces  stations  and 
centers  of  work  located  in  every  city  and  in  many  local  sub- 
divisions of  the  country.  Its  gross  expenditures  amotunt  to 
billions  annually.  Including  the  personnel  of  the  military  and 
naval  establishments,  more  than  half  a  million  persons  are  re- 
quired to  do  the  work  imposed  by  law  upon  the  executive 
branch  of  the  government. 

"This  vast  organization  has  never  been  studied  in  detail  as 
one  piece  of  administrative  mechanism.  Never  have  the 
foundations  been  laid  for  a  thorough  consideration  of  the  re- 
lations of  all  its  parts.  No  comprehensive  effort  has  been 
made  to  list  its  multifarious  activities  or  to  group  them  in  such 
a  way  as  to  present  a  clear  picture  of  what  the  government  is 
doing.  Never  has  a  complete  description  been  given  of  the 
agencies  through  which  these   activities  are  performed.     At 


viii  FOREWORD 

no  time  has  the  attempt  been  made  to  study  all  of  these  activ- 
ities and  aj^encies  with  a  view  to  the  assignment  of  each  activ- 
ity to  the  agency  best  fitted  for  its  performance,  to  the  avoid- 
ance of  duplication  of  plant  and  work,  to  the  integration  of  all 
administrative  agencies  of  the  government,  so  far  as  may  be 
practicable,  into  a  unified  organization  for  the  most  effective 
and  economical  dispatch  of  public  business." 

To  lay  the  basis  for  such  a  comprehensive  study  of  the  or- 
ganization and  operations  of  the  national  government  as  Pres- 
ident Taft  outlined,  the  Institute  for  Government  Research 
has  undertaken  the  preparation  of  a  series  of  monographs,  of 
which  the  present  study  is  one,  giving  a  detailed  description  of 
each  of  the  fifty  or  more  distinct  services  of  the  government. 
These  studies  are  being  vigorously  prosecuted,  and  it  is  hoped 
that  all  services  of  the  government  will  be  covered  in  a  com- 
paratively brief  space  of  time.  Thereafter,  revisions  of  the 
monographs  will  l^e  made  from  time  to  time  as  need  arises,  to 
the  end  that  they  may,  as  far  as  practicable,  represent  current 
conditions. 

These  monographs  are  all  prepared  according  to  a  uniform 
plan.  They  give:  first,  the  history  of  the  establishment  and 
development  of  the  service;  second,  its  functions,  described 
not  in  general  terms,  but  by  detailing  its  specific  activities; 
third,  its  organization  for  the  handling  of  these  activities; 
fourth,  the  character  of  its  plant ;  fifth,  a  compilation  of,  or 
reference  to,  the  laws  and  regulations  governing  its  operations; 
sixth,  financial  statements  showing  its  appropriations,  expen- 
ditures and  other  data  for  a  period  of  years;  and  finally,  a  full 
bibliography  of  the  sources  of  information,  ofificial  and  private, 
bearing  on  the  service  and  its  operations. 

In  the  preparation  of  these  monographs  the  Institute  has 
kept  steadily  in  mind  the  aim  to  produce  documents  that  will 
be  of  direct  value  and  assistance  in  the  administration  of  public 
affairs.  To  executive  officials  they  offer  valuable  tools  of  ad- 
ministration. Through  them,  such  officers  can,  with  a  min- 
imum of  effort,  inform  themselves  regarding  the  details,  not 
only  of  their  own  services,  but  of  others  with  whose  facilities, 
activities,  and  methods  it  is  desirable  that  they  should  be  fa- 
miliar. Under  present  conditions  services  frequently  engage 
in  activities  in  ignorance  of  the  fact  that  the  work  projected 
has  already  been  done,  or  is  in  process  of  execution  by  other 
services.  Many  cases  exist  where  one  service  could  make  ef- 
fective use  of  the  organization,  plant  or  results  of  other  serv- 


FOREWORD  .  ix 

ices  had  they  knowledge  that  such  facihties  were  in  existence. 
With  the  constant  shifting  of  directing  personnel  that  takes 
place  in  the  administrative  branch  of  the  national  government, 
the  existence  of  means  by  which  incoming  officials  may  thus 
readily  secure  information  regarding  their  own  and  other  serv- 
ices is  a  matter  of  great  importance. 

To  members  of  Congress  the  monographs  should  prove  of 
no  less  value.  At  present  these  officials  are  called  upon  to 
legislate  and  appropriate  money  for  services  concerning  whose 
needs  and  real  problems  they  can  secure  but  imperfect  infor- 
mation. That  the  possession  by  each  member  of  a  set  of 
monographs,  such  as  is  here  projected,  prepared  according  to 
a  uniform  plan,  will  be  a  great  aid  to  intelligent  legislation 
and  appropriation  of  funds  can  hardly  be  questioned. 

To  the  public,  finally,  these  monographs  will  give  that 
knowledge  of  the  organization  and  operations  of  their  gov- 
ernment which  must  be  had  if  an  enlightened  public  opinion 
is  to  be  brought  to  bear  upon  the  conduct  of  governmental 
affairs. 

These  studies  are  wholly  descriptive  in  character.  No  at- 
tempt is  made  in  them  to  subject  the  conditions  described  to 
criticism,  nor  to  indicate  features  in  respect  to  which  changes 
might  with  advantage  be  made.  Upon  administrators  them- 
selves falls  responsibility  for  making  or  proposing  changes 
which  will  result  in  the  improvement  of  methods  of  adminis- 
tration. The  primary  aim  of  outside  agencies  should  be  to 
emphasize  this  responsibility  and  facilitate  its  fulfillment. 

While  the  monographs  thus  make  no  direct  recommenda- 
tions for  improvement,  they  cannot  fail  greatly  to  stimulate 
efforts  in  that  direction.  Prepared  as  they  are  according  to  a 
uniform  plan,  and  setting  forth  as  they  do  the  activities,  plant, 
organization,  personnel  and  laws  governing  the  several  serv- 
ices of  the  government,  they  will  automatically,  as  it  were, 
reveal,  for  example,  the  extent  to  which  work  in  the  same  field 
is  being  performed  by  different  services,  and  thus  furnish  the 
information  that  is  essential  to  a  consideration  of  the  great 
question  of  the  better  distribution  and  coordination  of  activi- 
ties among  the  several  departments,  establishments,  and  bu- 
reaus, and  the  elimination  of  duplications  of  plant,  organiza- 
tion and  work.  Through  them  it  will  also  be  possible  to  sub- 
ject any  particular  feature  of  the  administrative  work  of  the 
government  to  exhaustive  study,  to  determine,  for  example, 
what  facilities,  in  the  way  of  laboratories  and  other  plant  and 


X  FOREWORD 

equipment,  exist  for  the  prosecution  of  any  line  of  work  and 
where  those  facilities  are  located;  or  what  work  is  being  done 
in  any  field  of  administration  or  research,  such  as  the  promo- 
tion, protection  and  regulation  of  the  maritime  interests  of  the 
country,  the  plainiing  and  execution  of  works  of  an  engineer- 
ing character,  or  the  collection,  compilation  and  publication  of 
statistical  data,  or  what  differences  of  practice  prevail  in  re- 
spect to  organization,  classification,  appointment,  and  promo- 
tion of  personnel. 

To  recapitulate,  the  monographs  will  serve  the  double  pur- 
pose of  furnishing  an  essential  tool  for  efficient  legislation,  ad- 
ministration and  popular  control,  and  of  laying  the  basis  for 
critical  and  constructive  work  on  the  part  of  those  upon  whom 
responsibility  for  such  work  primarily  rests. 

Whenever  possible  the  language  of  official  statements  or  re- 
ports has  been  employed,  and  it  has  not  been  practicable  in  all 
cases  to  make  specific  indication  of  the  language  so  quoted. 


CONTENTS 

FACn 

OHAPTEB 

Foreword 

I.    History  i 

Early  Grants  for  Vocational  Education i 

"  Demand    for   Federal   Aid    for   Vocational   Education   of 

^'i            Less  Than  College   Grade 3 

Creation  of  the  Federal  Board  for  Vocational  Education  5 

""""Work  of  the  Board  Under  the  Smith-Hughes  Act  ...  6 

Work  of  the  Board  in  Rehabilitating  Disabled  Veterans  8 

The  Civilian  Vocational  Rehabilitation  Act 11 

Subsequent  History 13 

II.    Activities  14 

In  Vocational  Education 14 

Research  Work 18 

In  Civilian  Vocational   Rehabilitation 18 

III.    Organization  22 

The  Board 22 

Administrative  Group 22 

Vocational  Education  Division 22 

Civilian  Rehabilitation  Division 24 

APPENDIX 

I.     Outline  of  Organization 25 

II.     Classification   of  Activities 29 

III.  Publications 3^ 

IV.  Laws 35 

V.     Financial  Statement 46 

VI.     Bibliography 48 

Index 73 


THE   FEDERAL  BOARD  FOR 
VOCATIONAL   EDUCATION 

ITS  HISTORY,  ACTIVITIES,  AND 
ORGANIZATION 

CHAPTER  I 

HISTORY 

The  Federal  Board  for  Vocational  Education  is  an  inde- 
pendent establishment,  created  in  191 7,  having  for  its  gen- 
eral function  to  study  the  problems  of  vocational  education, 
to  supervise  the  work  in  vocational  education  by  the  states 
aided  by  federal  grants,  and  to  supervise  and  study  the  work 
in  rehabilitating  persons  disabled  in  industry  by  the  states 
aided  by  federal  grants. 

Early  Grants  for  Vocational  Education.  Prior  to  the  cre- 
ation of  the  Federal  Board  for  Vocational  Education  the 
federal  government  had  given  assistance  on  several  occasions 
to  various  forms  of  vocational  education.  These  were  not 
part  of  a  broad  comprehensive  scheme  but  were  sporadic 
gifts  resulting  from  the  efforts  of  a  small  group  of  men.  In 
each  case  they  had  to  do  with  vocational  education  in  the  col- 
leges. 

Provision  was  first  made  for  the  giving  of  federal  aid  for 
vocational  education  by  the  Morrill  Act  of  1862  (12  Stat. 
L.,  503).  This  was  "An  Act  donating  Public  Lands  to  the 
several  States  and  Territories  which  may  provide  Colleges 
for  the  Benefit  of  Agriculture  and  the  Mechanic  Arts."  Under 
its  provisions  tracts  of  public  land  were  granted  to  the  states 
to  be  sold,  and  the  proceeds  were  to  form  a  perpetual  fund, 
the  interest  of  which  was  to  be  used  to  endow  at  least  one 
college,  "where  the  leading  object  shall  be  to  teach  such 
branches  of  learning  as  are  related  to  agriculture  and  the 


2  FEDERAL  BOARD  FOR  VOCATIONAL  EDUCATION 

mechanic  arts."  The  grant  of  public  lands  provided  for  was 
soon  accepted  by  the  legislatures  of  the  states  loyal  to  the 
government,  and  after  the  end  of  the  war  the  benefits  of  the 
grants  were  extended  to  those  states  which  had  been  out  of 
the  l^nion  when  the  act  became  a  law.  Within  ten  years  of 
the  act  thirty-one  colleges  were  receiving  aid  under  it,  and 
by  191 6  the  number  had  increased  to  fifty. 

The  next  instance  of  government  aid  was  the  Hatch  Act 
of  1887  (24  Stat.  L.,  440).  This  provided  for  an  annual 
direct  appropriation  of  $15,000  per  year  from  the  proceeds 
of  the  sale  of  public  lands  to  each  state  for  the  maintenance 
of  an  agricultural  experiment  station,  to  conduct  researches 
or  experiments  bearing  direcMy  on  agriculture.  In  1906  the 
Adams  Act  (34  Stat.  L.,  63)  increased  this  annual  appropria- 
tion to  $30,000,  and  removed  the  restriction  which  said  that 
the  money  was  to  come  from  the  proceeds  of  the  sale  of 
public  lands. 

A  long  campaign  for  additional  funds  for  land-grant  col- 
leges ended  in  the  Second  Morrill  Act  of  1890  (26  Stat.  L., 
417).  This  gave  to  each  state,  for  the  benefit  of  colleges 
established  under  the  Morrill  Act  of  1862,  an  annual  appro- 
priation beginning  with  $15,000  and  increasing  a  thousand 
dollars  a  year  until  the  amount  reached  $25,000,  at  which 
figure  it  was  to  remain.  In  1907  an  amendment  to  the  annual 
appropriation  bill  for  the  Department  of  Agriculture  (34  Stat. 
L.,  1256)  increased  the  amount  given  each  state  for  the  bene- 
fit of  land  grant  colleges  by  $5000  a  year  until  the  annual 
appropriation  was  $50,000. 

Finally  in  191 4  came  the  Smith-Lever  Act  (38  Stat.  L., 
372).  This  provided  for  an  annual  appropriation  of  $10,000 
to  each  state  and  an  additional  increasing  grant  which  would 
reach  its  maximum  of  $4,100,000  at  the  end  of  eight  years. 
This  amount  was  to  be  divided  among  the  states  according 
to  their  rural  population.  It  further  required  that  each  state 
or  the  local  authorities  in  it  appropriate  an  equal  amount  to 
be  used  in  accomplishing  the  work  provided  for  by  the  act. 


ijHISTORY  3 

With  this  money  the  land-grant  colleges  were  to  diffuse  among 
the  people  useful  and  practical  information  on  subjects  re- 
lating to  agriculture  and  home  economics,  by  means  of  pub- 
lications, instruction,  and  practical  demonstrations. 

Demand  for  Federal  Aid  for  Vocational  Education  of  Less 
Than  College  Grade.  All  these  grants  had  been  for  voca- 
tional education  of  college  grade.  Meanwhile  there  had  arisen  | 
a  widespread  and  increasing  demand  for  federal  aid  for 
vocational  education  in  the  lower  schools.  Among  its  ad- 
vocates were  educators,  reformers,  manufacturers,  and  labor 
organizations.  The  American  Federation  of  Labor  from  1903 
on,  consistently  and  unremittingly  advocated  the  establishment 
of  industrial  education  in  the  schools.  A  very  large  number 
of  labor  unions  went  on  record  from  time  to  time  as  approv- 
ing bills  for  vocational  education  that  happened  to  be  before 
Congress.  The  National  Society  for  the  Promotion  of  Indus- 
trial Education,  including  among  its  members  representatives 
of  practically  all  the  trade  unions  and  of  all  the  prominent 
manufacturers'  associations,  was  formed  in  1906.  Since  that 
time  it  has  played  a  prominent  part  in  the  movement.  The 
Chamber  of  Commerce  of  the  United  States  in  1913  and 
again  in  1916  adopted  resolutions  strongly  endorsing  the 
principle  of  liberal  appropriations  by  the  federal  government 
for  the  promotion  of  vocational  education  in  the  states. 

This  public  sentiment  was  reflected  in  Congress  where  bills 
for  this  purpose  became  more  and  more  frequent.  There  was 
not  a  session  of  Congress  from  1910  on  when  one  or  more 
bills,  touching  on  some  phase  of  vocational  education,  were 
not  introduced.  The  pressure  continued  until  it  culminated 
in  the  creation  of  a  Federal  Commission  on  N'ational  Aid  to 
Vocational  Education.  (38  Stat.  L.,  y^j,  approved  Jan.  20, 
19 14.)  Congress  authorized  the  President  to  appoint  the  nine 
members  of  the  commission  who  were  "to  consider  the  subject 
of  national  aid  for  vocational  education  and  report  their  find- 
ings and  recommendations  not  later  than  June  i  next." 


4     FEDERAL  BOARD  FOR  VOCATIONAL  EDUCATION 

The  commission  held  extensive  hearings  and  made  a  lengthy 
report.     It  found  that — 

There  is  a  great  and  crying  need  of  providing  vocational 
education  of  this  character  for  every  part  of  the  United  States 
— to  conserve  and  develop  our  resources;  to  promote  a  more 
productive  and  prosperous  agriculture;  to  prevent  the  waste 
of  human  labor;  to  supplement  apprenticeship;  to  increase 
the  wage  earning  power  of  our  productive  workers;  to  meet 
the  increasing  demand  for  trained  workmen;  to  offset  the 
increased  cost  of  living.  Vocational  education  is  therefore 
needed  as  a  wise  business  investment  for  this  nation,  because 
our  national  prosperity  and  happiness  are  at  stake  and  our  posi- 
tion in  the  markets  of  the  world  cannot  otherwise  be  main- 
tained. 


It  was  also  found  that  federal  aid  was  necessary : 

1.  To  make  the  work  of  vocational  training  possible  in 
those  states  and  localities  already  burdened  with  the  task  of 
m.eeting  the  requirements  for  general  education. 

2.  To  help  the  states,  with  their  widely  varying  resources, 
bear  the  burden  of  giving  vocational  education  as  a  national 
service. 

3.  To  equalize  among  the  states  the  task  of  preparing 
workers  whose  tendency  to  move  from  place  to  place  is  in- 
creasing, making  their  training  for  a  life  w^ork  a  national  as 
well  as  a  state  duty  and  problem. 

4.  To  secure  national  assistance  in  solving  a  problem  too 
large  to  be  worked  out  extensively  and  permanently  save  by 
the  whole  nation. 

5.  To  give  interest  and  prestige  in  the  states  to  the  work  of 
preparing  our  youth  for  useful  and  productive  service. 

6.  To  secure  expert  information  from  the  agencies  of  the 
national  government,  bringing  to  bear  a  country-wide  knowl- 
edge and  viewpoint,  which  will  put  the  work  of  the  states 
on  a  scientific  and  business-like  basis. 

The  recommendations  of  the  commission  were  incorporated 
into  a  bill  that  was  immediately  introduced,  but  owing  to 
the  congestion  of  business  and  for  other  reasons  not  connected 
with  the  merits  of  the  matter,  it  was  not  pressed  at  that  time. 


HISTORY  5 

Creation  of  the  Federal  Board  for  Vocational  Education. 
It  was^not  until  February  23,  I9i7tha^jhe  Smith-Hughes 
"ActTcontaining  only  mmor  variations  from  the  recommenda- 
tipns^of  the  commission^  was  approved  (39  Stat.  L.,  929). 
Under  its  provisions  the  states  got  three  appropriations  on 
condition  that  they  or  the  local  communities,  or  both,  should 
spend  an  equal  amount  for  the  same  purposes.  The  first 
was  for  the  purpose  of  cooperating  with  the  states  in  pay- 
ing the  salaries  of  teachers,  supervisors,  or  directors  of  agri- 
cultural subjects.  It  began  with  $500,000  a  year  and  was  to 
increase  annually  until  1926  when  it  would  amount  to 
$3,000,000,  at  which  figures  it  would  remain  permanently. 
This  was  to  be  divided  among  the  states  according  to  their  rural 
population.  The  second  appropriation  was  for  the  purpose 
of  cooperating  with  the  states  in  paying  the  salaries  of  teachers 
of  trade,  home  economics,  and  industrial  subjects.  It,  too, 
began  with  $500,000  a  year  and  was  to  reach  its  maximum 
of  $3,000,000  a  year  in  1926.  Not  more  than  twenty  per 
cent  of  it  could  be  used  for  the  salaries  of  teachers  of  home 
economic  subjects.  The  money  was  to  be  allotted  on  the 
basis  of  urban  population.  The  third  appropriation  was  to 
aid  in  preparing  teachers,  supervisors  and  directors  of  agri- 
cultural subjects  and  teachers  of  trade,  industrial,  and  home 
economic  subjects.  It  began  with  $500,000  and  reached  its 
maximum  of  $1,000,000  a  year  in  192 1.  It  was  to  be  allot- 
ted according  to  total  population. 

The  act  provided  that  in  order  to  secure  the  benefits  of  the 
appropriations  the  states  had  to  accept  the  provisions  of  the 
act  through  their  legislatures,  or  temporarily  through  their  gov- 
ernors. They  had  also  to  designate  or  create  a  state  board 
of  at  least  three  members  having  the  necessary  power  to  coop- 
erate with  the  Federal  Board  in  the  administration  of  the  act. 

It  further  provided: 

Sec.  6.  That  a  Federal  Board  for  Vocational  Education 
is  hereby  created,  to  consist  of  the  Secretary  of  Agriculture,  the 
Secretary  of  Commerce,  the  Secretary  of  Labor,  the  United 


6     FEDERAL  BOARD  FOR  VOCATIONAL  EDUCATION 

States  Commissioner  of  Education,  and  three  citizens  of 
the  United  States  to  be  appointed  by  the  President,  by  and 
with  the  advice  and  consent  of  the  Senate.  One  of  said  three 
citizens  shall  l)e  a  representative  of  the  manufacturing  and 
commercial  interests,  one  a  representative  of  the  agricultural 
interests,  and  one  a  representative  of  labor.  The  board  shall 
elect  annually  one  of  its  meml3ers  as  chairman.  In  the  first 
instance,  one  of  the  citizen  members  shall  be  appointed  for  one 
year,  one  for  two  years,  and  one  for  three  years,  and  there- 
after for  three  years  each.  The  members  of  the  board  other 
than  the  members  of  the  Cabinet  and  the  United  States  Com- 
missioner of  Education  shall  receive  a  salary  of  $5,000  per 
annum. 

The  board  shall  have  power  to  cooperate  with  State  boards  in 
carr}-ing  out  the  provisions  of  this  Act.  It  shall  be  the  duty 
of  the  r^deral  Board  for  Vocational  Education  to  make, 
or  cause  to  have  made  studies,  investigations,  and  reports, 
with  particular  reference  to  their  use  in  aiding  the  states  in 
the  establishment  of  vocational  schools  and  classes  and  in 
giving  instruction  in  agriculture,  trades  and  industries,  com- 
merce and  commercial  pursuits,  and  home  economics. 

The  board  was  to  approve  or  disapprove  the  programs  that 
would  be  submitted  to  it  by  the  state  boards.  These  plans 
would  show  the  kinds  of  vocational  education  for  which  the 
appropriation  would  be  used ;  the  kinds  of  schools  and  equip- 
ment;  the  courses  of  study;  the  methods  of  instruction;  the 
qualifications  of  teachers,  supervisors,  or  directors;  and  the 
plans  for  the  training  of  teachers.  The  Federal  Board  was 
also  to  ascertain  whether  the  states  were  using  the  money  re- 
ceived by  them  in  accordance  with  the  provisions  of  the 
act.  To  enable  it  to  carry  out  this  supervision,  to  make  the 
necessary  studies  and  investigations,  and  to  pay  the  officers  and 
administration  expenses,  the  Federal  Board  was  to  receive 
$200,000  annually. 

Work  of  the  Board  Under  the  Smith-Hughes  Act.^     Im- 
mediately after  organizing  the  board  established  contact  with 

^  A   detailed  discussion   of  the  particular  activities  will  be   found 
in  the  following  chapter. 


HISTORY  7 

the  states.  It  did  this  through  a  series  of  conferences  with 
representatives  of  state  boards  of  education  and  vocational 
education.  At  these  conferences  the  purpose  of  the  law  was 
discussed  with  particular  reference  to  the  general  principles 
upon  which  it  is  based  and  the  methods  by  which  these  prin- 
ciples should  be  brought  into  practice.  The  states  were  quick 
to  take  advantage  of  the  act  and  by  Dec.j^i,  igiy,  every  one 
of  the  forty-eight  states  had  accepted  its  provisions  either 
through  their  legislature  or  governor.^  Each  one  had  also 
submitted  plans  for  the  current  year  which  had  met  with  the 
approval  of  the  Federal  Board.  Federal  agents  were  sent  in 
the  field  to  examine  the  work  being  done  by  the  states  and  to 
see  that  it  corresponded  to  the  plans  they  had  submitted.  The 
total  number  of  pupils  enrolled  in  vocational  courses  in  schools 
federally  aided  for  the  year  ended  June  30,  1918,  was  164,186. 
For  the  year  ended  June  30,  192 1,  the  number  had  increased 
to  305,224. 

The  authority  to  make  studies,  investigations,  and  reports 
was  used  freely  by  the  board  and  a  large  number  of  bulletins 
have  been  published.  It  was  in  this  connection  that  the  board 
did  its  first  war  work.  The  demands  of  the  army  and  the 
war  industries  greatly  exceeded  the  number  of  skilled  work- 
men in  certain  lines.  A  call  was  made  by  the  Federal  Board 
on  the  state  boards  for  the  establishment  of  evening  indus- 
trial classes  in  which  conscripted  men  would  be  trained  to  meet 
the  demands  of  army  occupations  before  entering  the  service 
and  in  which  those  employed  in  essential  war  industries  might 
secure  further  training  fitting  them  for  the  better  discharge 
of  their  duties  or  for  promotion  to  more  responsible  positions. 
To  aid  in  this  work  and  at  the  request  of  the  War  Department, 
the  Federal  Board  issued  nine  bulletins  giving  courses  of  in- 
struction in  mechanical  and  technical  lines.  These  were  used 
by  civilian  schools  and  by  special  schools  established  by  differ- 
ent branches  of  the  War  Department. 

^  The  action  of  the  governors  has  since  been  ratified  by  their 
respective  legislatures  in  each  case. 


8     FEDERAL  BOARD  FOR  VOCATIONAL  EDUCATION 

The  Work  of  the  Board  in  Rehabilitating  Disabled  Vet- 
erans. Among  the  stiulies  conducted  hy  the  board  were  sev- 
eral on  the  question  of  the  vocational  reeducation  and  place- 
ment of  disabled  soldiers  and  sailors.  This  problem  was 
occupying  the  attention  of  other  organizations.  The  war- 
risk  insurance  bill,  as  originally  drafted,  contained  a  promise 
of  vocational  training  to  men  disabled  in  the  service  but  made 
no  provisions  for  carrying  it  out.  After  much  informal  dis- 
cussion the  matter  was  brought  to  the  attention  of  the  Presi- 
dent, who  authorized  the  Secretary  of  War  to  call  a  conference 
of  representatives  of  the  bodies  interested.  The  conference 
met  and  appointed  a  subcommittee  to  draw  up  a  suitable  bill 
for  presentation  to  Congress.  The  committee  represented  the 
Ofhce  of  the  Surgeon  General  of  the  Army,  the  Bureau  of 
Medicine  and  Surgery  of  the  Navy,  the  hospitals  for  the  in- 
sane under  jurisdiction  of  the  Department  of  the  Interior,  the 
Council  of  National  Defense,  the  United  States  Bureau  of 
Education,  the  Department  of  Labor,  the  Bureau  of  War  Risk 
Insurance,  the  United  States  Employees'  Compensation  Com- 
mission, the  United  States  Public  Health  Service,  the  Federal 
3oard  for  \''ocational  Education,  the  American  Red  Cross, 
the  Chamber  of  Commerce  of  the  United  States,  the  National 
Association  of  Manufacturers,  the  American  Federation  of 
Labor,  and  the  medical  profession.  It  presented  a  report 
emlx)dying  a  bill  substantially  similar  to  that  passed  sub- 
sequently by  Congress  except  that  the  rehabilitation  work  was 
to  be  administered  by  a  commission  of  five  representing  the 
Surgeon  General  of  the  Army,  the  Bureau  of  Medicine  and 
Surgery  of  the  Navy,  the  Department  of  Labor,  the  Bureau 
of  War  Risk  Insurance,  and  the  Federal  Board  for  Vocational 
Education.^  When  the  act  was  passed  (approved  June  2^, 
191 8;  40  Stat.  L.,  617)  the  administration  of  the  work  was 
not  placed  with  a  special  commission  as  recommended,  but 

^  The  proposed  bill  also  included  provisions  for  the  rehabilita- 
tion of  disabled  civilians.  These  were  later  expanded  into  the 
Industrial  Rehabilitation  Act. 


HISTORY  9 

with  the  Federal  Board  for  Vocational  Education.  It  be- 
came the  duty  of  the  board  to  furnish  vocational  rehabilitation 
to  ever}^  person  disabled  while  serving  in  the  Army  or  Navy. 

Under  the  act  a  man  could  not  be  placed  in  training  by  the 
board  until  he  had  been  awarded  compensation  by  the  Bureau 
of  War  Risk  Insurance.  This  plan  involving  contingent  and 
dual  administration  did  not  work  out  successfully.  After  the 
armistice  disabled  men  were  discharged  at  so  rapid  a  rate  that 
the  Bureau  of  War  Risk  was  unable  to  keep  up  with  the  task 
of  determining  the  compensability  of  the  disabled  men.  The 
congestion  was  so  bad  and  the  urgency  so  great  that  the  board 
strained  certain  sections  of  the  law  so  as  to  support  some 
penniless  disabled  men  whose  cases  were  pending.  The 
difficulty  was  too  great,  however,  to  be  solved  by  such  mea- 
sures, so  the  board  and  the  War  Risk  Bureau  jointly  asked 
Congress  for  an  amendment  to  the  Rehabilitation  Act. 

This  amendment  which  became  a  law  on  July  ii,  1919  (41 
Stat.  L.,  159),  put  the  whole  responsibility  for  determining 
the  eligibility  of  disabled  men  for  training  and  for  maintain- 
ing them  upon  the  Federal  Board ;  thus  enabling  that  body  to 
proceed  without  waiting  for  the  decisions  of  the  Bureau 
of  War  Risk  Insurance.  The  board  was  to  furnish  train- 
ing free  to  all  persons  suffering  from  at  least  ten  per  cent 
disability,  and  in  cases  where  the  injuries  were  of  such  a  na- 
ture that  the  disabled  man  in  the  opinion  of  the  board  could 
not  resume  his  former  occupation  or  enter  upon  some  other 
occupation  successfully  the  board  was  to  support  the  man  while 
in  training. 

Although  no  longer  dependent  on  the  action  of  the  Bureau 
of  War  Risk  Insurance  the  board  was  confronted  with  many 
and  large  problems.  Its  solution  or  attempts  at  the  solu- 
tion of  them  aroused  much  criticism.     As  early  as  October, 

1919,  a  resolution  calling  for  an  investigation  was  introduced 
in  Congress  but  no  action  was  taken  at  that  time.     In  February, 

1920,  the  New  York  Evening  Post  began  a  series  of  articles 
written  by  a  man  specially  assigned  to  the  investigation  of 


10    FEDERAL  BOARD  FOR  VOCATIONAL  EDUCATION 

the  rehabilitation  of  the  disabled  soldiers.  In  them  the  board 
was  severely  criticised  and  specific  charges  were  made. 
These  crystallized  the  widespread  discontent  and  led  to  an 
extended  investigation  by  the  House  Committee  on  Education. 
The  committee  reported  its  findings  and  recommendations  on 
Juno  4.  1920  (H.  Report  1104,  Sixty-sixth  Congress,  Second 
Session),  the  most  important  being  the  recommendation  to 
combine  the  Rehabilitation  Division  of  the  Federal  Board 
with  the  Bureau  of  War  Risk  Insurance  and  with  that 
part  of  the  Public  Health  Service  dealing  with  ex-service 
men. 

During  the  spring  and  summer  of  1920  the  board  partly 
reorganized  the  rehabilitation  division,  the  changes  tending 
towards  a  decentralization  of  authority  and  of  the  work. 
Criticism  became  quiet.  But  only  temporarily,  however,  for 
it  was  not  long  before  complaints  were  again  heard.  In 
December,  1920,  the  New  York  Evening  Post  published  a 
second  series  of  articles,  in  which  it  again  attacked  the  work 
of  the  board.  It  alleged  that  the  reorganization  had  been 
only  "on  paper"  and  that  the  evils  it  had  formerly  com- 
plained of  still  persisted.  No  action  was  taken  by  Congress 
probably  because  of  the  impending  change  of  administration. 
But  the  new  administration  had  not  been  long  installed  before 
President  Harding  appointed  a  commission,  headed  by  Gen- 
eral Dawes,  to  investigate  all  the  agencies  for  the  relief  of 
disabled  soldiers.  The  commission  met  on  April  5  and  within 
a  week  made  its  report.  During  this  time  it  consulted 
with  experts  and  the  various  government  officials  engaged  in 
dealing  with  disabled  ex-service  men.  The  chief  recommen- 
dation made  in  the  report  was  that  the  Vocational  Rehabilita- 
tion Division  of  the  Federal  Board,  the  Bureau  of  War  Risk 
Insurance,  and  that  part  of  the  Public  Health  Service  dealing 
with  ex-service  men  should  be  com.bined  in  one  organization 
under  an  able  administrator.  "It  cannot  be  too  strongly  em- 
phasized," said  the  report,  "that  the  present  deplorable  failure 
on  the  part  of  the  government  to  care  for  the  disabled  veterans 


HISTORY 


II 


is  due  in  large  part  to  an  imperfect  organization  of  govern- 
ment effort." 

This  suggested  reform  was  embodied  in  the  Sweet  Bill, 
which  was  introduced  into  Congress  immediately  after  the 
commission  had  reported.  It  provided  for  the  creation  of 
an  independent  bureau  in  which  the  three  services  dealing 
with  the  disabled  ex-service  men  were  to  be  merged.  When 
this  became  a  law  on  August  9,  1921  (Public — No.  47,  67th 
Congress),  the  work  of  the  Federal  Board  in  vocational  re- 
habilitation was  ended. 

Some  idea  of  the  size  of  the  task  can  be  realized  from  the 
facts  that  on  August  15,  1921,  there  were  89,250  men  in  train- 
ing in  about  three  thousand  schools  and  colleges  throughout 
the  country  and  that  there  were  over  six  thousand  employees 
of  the  Federal  Board  in  the  Vocational  Rehabilitation  Divi- 
sion.    For  this  work  Congress  appropriated : 

Without  year  $8,000,000 

Fiscal  year  ending  June  30,  1920  31,000,000 

Fiscal  year  ending  June  30,  1921  105,000,000 

Fiscal  year  ending  June  30,  1922  65,000,000 

Total  $209,000,000 


The  Civilian  Vocational  Rehabilitation  Act.  During  the 
discussion  preceding  the  passage  of  the  Vocational  Rehabilita- 
tion Act,  it  was  suggested  that  a  similar  work  be  done  for 
the  thousands  of  persons  injured  in  industry.  These  sug- 
gestions came  partly  from  Congressmen  and  partly  from 
outside  sources,  such  as  state  labor  commissioners.  Accord- 
ingly one  section  of  the  original  bill  provided  for  the  exten- 
sion of  the  benefits  of  rehabilitation  to  disabled  civilians. 
But  because  of  the  desire  to  remove  any  possibility  of  delay 
in  the  passage  of  the  soldiers'  relief  legislation,  the  section 
was  dropped  and  the  matter  was  not  pressed  at  that  time. 
It  reappeared  very  soon,  however,  as  a  separate  bill  and  after 


12    FEDERAL  BOARD  FOR  VOCATIONAL  EDUCATION 

comparatively  little  discussion  became  law  on  June  2,  1920 
(41   Stat.  L.,  733). 

The  act  was  modeled  very  closely  after  the  Vocational 
Education  Act.  The  actual  work  was  to  be  done  by  the  states, 
aided  by  federal  grants.  The  Federal  Board  for  Vocational 
lulucation  was  to  supervise  the  expenditure  of  this  and  to 
conduct  studies  and  investigations  Avhich  would  be  of  aid  to 
the  states  in  carrying  on  their  work. 

It  provided  for  an  appropriation  to  the  states  of  $750,000 
for  the  fiscal  year  ending  June  30,  1921,  and  of  $1,000,000 
annually  for  the  following  three  years  "in  order  to  provide 
for  the  promotion  of  vocational  rehabilitation  of  persons  dis- 
abled in  industry  or  in  any  legitimate  occupation  and  their 
return  to  civil  employment."  The  money  was  to  be  divided 
among  the  states  according  to  population,  but  each  state  was 
guaranteed  a  minimum  of  $5,000  a  year. 

The  procedure  necessary  on  the  part  of  the  state  to  secure 
the  benefits  of  the  appropriations  was  similar  to  that  stipulated 
in  the  Smith-Hughes  act.  Each  state  had  to  accept  the  pro- 
visions of  the  act;  empower  the  state  board  for  vocational 
education  to  administer  the  act ;  provide  for  the  supervision  and 
support  of  the  courses  of  vocational  rehabilitation  to  be  pro- 
vided by  the  state  Ijoard  in  carrying  out  the  provisions  of  the 
act ;  and  to  see  that  for  every  federal  dollar  spent  there  should 
be  expended  in  the  state  under  the  supervision  and  control 
of  the  state  board  at  least  an  equal  amount  for  the  same 
purpose.  The  state  board  was  required  to  submit  to  the  Fed- 
eral Board  an  annual  report  showing  (a)  the  kinds  of  voca- 
tional rehabilitation  and  schemes  of  placement  for  which  it  is 
proposed  the  appropriation  shall  be  used;  (b)  the  plan  of  ad- 
ministration and  supervision;  (c)  the  courses  of  study;  (d) 
the  methods  of  instruction;  (e)  qualification  of  teachers, 
supervisors,  directors,  and  other  necessary  administrative 
officers  or  employees;  and  (/)  the  plans  for  the  training  of 
teachers,  supervisors,  and  directors. 

The  Federal  Board  for  Vocational  Education  was  required 


HISTORY  13 

to  cooperate  with  the  states  in  carrying  out  the  purposes  and 
provisions  of  the  act.  Particularly  it  was  to  examine  the 
plans  submitted  by  the  state  boards  and  approve  them  if 
believed  to  be  feasible  and  found  to  be  in  conformity  with 
the  provisions  of  the  act,  and  to  ascertain  annually  whether 
the  several  states  were  using  or  preparing  to  use  the  money 
received  by  them  in  accordance  with  the  act.  To  pay  for 
the  necessary  administrative  expenses  and  to  make  studies, 
investigations,  and  reports  regarding  the  vocational  rehabili- 
tation of  disabled  persons  there  was  appropriated  to  the  Fed- 
eral Board  $75,000  annually  for  a  period  of  four  years. 
The  act  gave  a  very  liberal  interpretation  of  the  term  "per- 
sons disabled."  It  said  that  the  term  "shall  be  construed  to 
mean  any  person  who,  by  reason  of  a  physical  defect  or  in- 
firmity, whether  congenital  or  acquired  by  accident,  injury  or 
disease,  is,  or  may  be  expected  to  be,  totally  or  partially  in- 
capacitated   for  remunerative   occupation.'' 

Subsequent  History'.  In  October  a  conference  of  representa- 
tives of  state  boards  for  vocational  education  from  states  east 
of  the  Mississippi  was  held  at  Washington,  D.  C.  Repre- 
sentatives of  safety,  accident,  and  compensation  commissions, 
chambers  of  commerce,  labor  unions,  employers'  associations, 
and  educational  institutions  also  participated  in  the  confer- 
ence, which  devoted  much  of  its  time  to  discussing  the  ways 
and  means  of  achieving  the  purpose  of  the  Civilian  Voca- 
tional Rehabilitation  Act.  A  similar  conference  was  held  in 
November  at  Salt  Lake  City  for  the  states  west  of  the  Mis- 
sissippi. In  addition  to  this  method  of  informing  the  states 
of  the  proper  procedure  to  take  advantage  of  the  act,  the 
board  wrote  letters  to  the  various  state  legislatures  and  pub- 
lished a  bulletin  containing  a  general  statement  of  policies. 
By  October  i,  192 1,  thirty-five  states  had  accepted  the  pro- 
visions of  the  act  either  by  legislation  or  by  proclamation 
of  the  governor.  Of  this  number,  thirty-three  had  submit- 
ted their  plans,  which  were  approved  by  the  Federal  Board. 


CHAPTER  II 

ACTIVITIES 

As  iiulicatcd  in  the  preceding  chapter,  the  Federal  Board  for 
Vocational  Education  has  two  distinct  fields  of  operation:  (i) 
vocational  education;  (2)  vocational  rehabilitation  of  persons 
disabled  in  industry  or  otherwise.  In  both  the  activities  of 
the  Federal  Board  are  confined  to  the  supervision  of  the  work 
which  is  actually  (K)ne  by  tlie  states  and  to  the  study  of  the  gen- 
eral subject.  In  this  chapter  each  field  will  be  taken  up  in  turn 
and  the  si>ecific  activities  of  the  teard  in  each  will  be  dis- 
cussed. 

In  Vocational  Education.  The  basic  activity  of  the  Federal 
Board  is  the  supervision  of  the  expenditure  of  the  money 
given  by  the  federal  go\ernment  to  the  states  for  vocational 
education.  Although  this  involves  the  whole  policy  and  plans 
of  the  state,  the  supervision  is  limited  to  seeing  that  the  provi- 
sions of  the  act  are  complied  with.  The  Federal  Board  has 
no  positive  dictatorial  powers  but  only  the  right  to  disapprove. 
There  are  two  main  ways  in  which  this  supervision  is  ac- 
complished: (i)  through  the  study  of  information  supplied 
by  the  various  state  boards,  and  (2)  through  the  reports  of 
federal  agents. 

As  the  law  specifically  requires,  the  state  boards  submit  for 
the  approval  of  the  Federal  Board  plans  showing  the  kinds  of 
vocational  education  for  which  it  is  proposed  that  the  appro- 
priation shall  be  used;  the  kinds  of  schools  and  equipment; 
courses  of  study;  methods  of  instruction;  qualification  of 
teachers;  and,  in  the  case  of  agricultural  subjects,  the  quali- 
fications of  supervisors  and  directors;  plans  for  the  training 
of  teachers;  and  in  the  case  of  agricultural  subjects,  plans 

14 


ACTIVITIES  IS 

for  the  supervision  of  agricultural  education.  The  state 
board  also  makes  an  annual  report  on  the  work  done  in  the 
state  and  on  the  receipt  and  expenditure  of  money  under  the 
law.  In  addition  to  these  the  Federal  Board  from  time  to 
time  requests  the  state  boards  for  such  special  reports  as  it 
may  happen  to  need. 

Agents  have  been  appointed  by  the  Federal  Board  to  co- 
operate with  the  state  boards  and  to  inspect  the  work  being 
done  by  the  states.  The  country  is  divided  into  four  geo- 
graphical regions:  North  Atlantic,  Southern,  Central,  and 
Pacific.  An  agent  is  assigned  to  each  for  trade  and  industrial 
education,  another  for  agricultural  education,  and  two  agents 
cover  the  four  regions  for  home  economics  education.  In 
addition  the  Trade  and  Industrial  Education  Service  has  a 
special  agent  for  foremanship  and  instructor  training  and 
another  for  girls  and  women.  The  Agricultural  Education 
Service  has  a  special  agent  for  colored  schools.  All  these 
federal  agents  act  as  administrative  representatives  of  the 
Federal  Board  in  the  field,  gather  information  regarding 
methods  adopted  by  the  several  state  boards,  and  inspect  the 
work  of  the  state  boards  in  so  far  as  it  has  to  do  with  the 
requirements  of  the  law,  with  the  decisions  and  policies  of 
the  Federal  Board,  and  with  the  approved  plans  for  the  states. 
Although  they  inspect  schools  to  determine  whether  or  not 
the  state  is  carrying  out  the  plan  agreed  upon,  the  agents  of 
the  Federal  Board  do  not  deal  with  the  individual  school  but 
only  with  the  state  board. 

Special  services  are  frequently  rendered  at  the  request  of 
state  boards  or  industrial  plants  to  aid  in  the  demonstration 
or  development  of  some  desirable  piece  of  vocational  train- 
ing. The  following  are  examples  selected  from  a  list  of  the 
more  important  pieces  of  special  service  done  during  the  past 
two  years  by  the  Trade  and  Industrial  Education  Service : 

Colorado  Fuel  and  Iron  Company,  Pueblo,  Colorado 

A  study  of  the  needs  for  vocational  education  in  the  Min- 


i6         FEDEITAL  BOARD  FOR  VOCATIONAL  EDUCATION 

ncciiia  Steel  Works.  This  study  resulted  in  the  establishment 
of  part-tiiiK'  ajiprcntice  training  at  the  steel  works  and  also 
stinnilatcd  evening  schools. 

Atchison,  Topeka  and  Sante  Fe  Railroad 

An  analysis  of  the  railway  machinists'  and  boilermakcrs' 
trades  for  the  purpose  of  determining  the  content  of  instruc- 
tion for"  apprentice  part-time  and  evening  schools. 

E.  I.  Dupont  de  Nemours  Co.,  Harrison  Plant,  Philadelphia 

Research  work  on  foremanship  training  resulting  in  prep- 
aration of  complete  analysis  of  the  foreman's  responsibilities. 
These  publications  have  been  widely  used  in  the  promotion 
of  foreman  training  throughout  the  countrv'. 

The  Vocational  Commercial  Education  Service  was  at  first 
restricted  to  research  work  only  because  no  money  was  appro- 
priated to  aid  in  paying  the  salaries  of  teachers  of  commercial 
subjects.  However,  the  Federal  Board  in  interpreting  the 
law  ruled  that  ''Federal  moneys  may  be  used  in  part-time 
schools  and  classes  for  the  salaries  of  instructors  in  .  .  .  com- 
mercial and  general  educational  subjects"  under  certain  con- 
ditions. Since  July  i,  1918,  when  that  ruling  became  effec- 
tive, the  \^ocational  Commercial  Education  Service  has  had 
contact  with  the  state  boards  and  has  done  work  similar  to  that 
of  the  other  services  in  approving  plans,  inspecting  classes,  and 
advising  and  helping  teachers.  In  addition  special  service 
has  been  given  in  assisting  in  the  state  syllabi  of  New  York, 
California,  and  Ohio  and  in  numerous  city  syllabi;  in  develop- 
ing particular  courses  of  study  for  institutions  such  as  Hamp- 
ton Normal  and  Industrial  School,  the  California  State  Poly- 
technic Institute,  etc.,  and  in  making  surveys  to  ascertain  the 
needs  in  commercial  education  in  Baltimore  and  Charles- 
ton. 

Another  plan  used  to  establish  contact  and  insure  coopera- 
tion with  the  states  is  that  of  holding  conferences  every 
year  with  representatives  of  the  states.  In  addition  to  the 
national  conference  there  are  regional  conferences  in  each  of 


ACTIVITIES  17 

the  five  regions  and  on  occasions  the  separate  services  have 
a  special  meeting  for  their  field. 

The  first  national  conference  was  held  at  Washington  in 
August,  191 7.  At  it  the  general  principles  of  the  law  and  the 
methods  of  applying  them  were  explained  to  the  representa- 
tives of  the  states.  A  series  of  memoranda  embodying  a 
statement  of  the  policies  of  the  Federal  Board  was  prepared 
for  the  information  of  state  officials  and  others  concerned  in 
the  work.  Naturally  at  first  the  attention  of  these  conferences 
was  centered  on  the  legal  and  administrative  aspects  of  the  state 
and  federal  acts.  As  the  provisions  of  the  law  became  better 
known  and  the  details  of  administration  worked  out,  they 
became  clearing  houses  for  the  exchange  of  experiences.  And 
at  the  regional  conferences  in  1921  a  further  step  was 
taken,  when  special  agents  of  the  Federal  Board  conducted 
short  intensive  courses  in  technical  instruction  in  several  differ- 
ent lines  to  develop  an  increasing  number  of  people  who  can 
do  effective  work  in  the  states. 

Each  year  so  far  the  Federal  Board  has  approved  plans  from 
every  one  of  the  states,  but  the  states  have  not  used  all  of  the 
Federal  appropriations  available.  During  the  year  ended  June 
30,  1918,  they  used  fifty  per  cent  of  the  funds  available;  dur- 
ing the  next  two  fiscal  years  they  used  sixty-seven  per  cent, 
and  eighty-one  per  cent,  respectively;  and  during  the  year 
ended  June  30,  1921  they  used  ninety-two  per  cent.  The  num- 
ber of  schools  federally  aided  increased  from  1741  for  the  year 
ended  June  30,  19 18,  to  3859  for  the  year  ended  June  30,  1921, 
During  the  same  time  the  number  of  pupils  enrolled  in  voca- 
tional courses  in  schools  federally  aided,  increased  from  164, 
186  to  305,224.1 

^  The  main  purpose  of  the  Smith-Hughes  Act  was  to  stimulate 
and  encourage  the  states  to  build  systems  of  vocational  education 
adequate  to  the  needs  of  the  country  and  costing  many  times  the 
Federal  grants.  The  success  of  the  act  depends  on  how  far  the 
states  will  be  induced  to  do  this.  Therefore  the  work  done  by  the 
states,  while  outside  the  scope  of  this  study,  will  be  of  great  interest 
to  anyone  studying  the  Federal  Board.     The  annual  reports  of  the 


i8    FEDERAL  BOARD  FOR  VOCATIONAL  EDUCATION 

Research  Work.  The  Federal  Board  was  given  two  duties 
in  the  field  of  vocational  education.  The  first,  as  indicated 
above,  is  that  of  supervision.  The  second,  is  "to  make  or 
cause  lo  have  made  such  studies,  investigations,  and  reports, 
with  particular  reference  to  their  use  in  aiding  the  states  in 
the  establishment  of  vocational  schools  and  classes  and  in  giv- 
ing instruction  in  agriculture,  trade  and  industries,  commerce 
and  commercial  pursuits,  and  home  economics." 

In  discharging  this  duty  the  board  published  up  to 
October,  1921,  sixty-eight  bulletins.  The  investigations  and 
studies  of  which  these  are  the  result  are  made  by  the  same 
agents  of  the  board  who  do  the  field  work.  Some  of  the 
bulletins  are  the  product  of  surv^eys  or  studies  made  in  indus- 
trial plants  or  of  special  service  rendered  to  a  state.  Others 
have  been  produced  in  cooperation  with  other  governmental 
agencies  such  as  the  Department  of  Agriculture  or  the  Chil- 
dren's  Bureau.     The  bulletins  include — ^ 

2  on  general  legal  and  administrative  phases 

9  on  agricultural   subjects 

6  on  home  economic  subjects 

4  on  commercial  subjects 
29  on  trade  and   industrial  subjects 
10  on    emergency    war    training    in    various    lines    in 
which  there  was  a  shortage  of  skilled  workmen 

8  on  the  vocational  rehabilitation  of  disabled  soldiers 

In  Civilian  Vocational  Rehabilitation.  The  second  field  of 
operation  of  the  Federal  Board  is  in  the  vocational  rehabilita- 
tion of  persons  disabled  in  industry  or  otherwise.  Here,  as 
in  vocational  education,  the  activities  of  the  board  are  restricted 
to  supervision  and  research,  the  actual  work  being  done  by  the 
states. 

The  law  outlines  the  supervision  which  the  board  is  to  ex- 
Federal  Board  contain  much  information  concerning  the  progress 
made  by  the  states. 

^  For  a  complete  list  see  Appendix  3. 


ACTIVITIES  19 

ercise  over  the  states  and  defines  the  duties  of  the  board  as 
being — 

( 1 )  to  examine  plans  submitted  by  the  state  boards  and 
approve  the  same  if  beHeved  to  be  feasible  and  found  to 
be  in  conformity  with  the  provisions  and  purposes  of  this 
act: 

(2)  to  ascertain  annually  whether  the  several  states  are 
using  or  are  prepared  to  use  the  money  received  by  them  in  ac- 
cordance with  the  provisions  of  this  act; 

(3)  to  certify  on  or  before  the  ist  day  of  January  of 
each  year  to  the  Secretary  of  the  Treasury  each  state  which 
has  accepted  the  provisions  of  this  act  and  complied  there- 
with, together  with  the  amount  which  each  state  is  entitled  to 
receive  under  the  provisions  of  this  act; 

(4)  to  deduct  from  the  next  succeeding  allotment  to  any 
state  whenever  any  portion  of  the  fund  annually  allotted  has 
not  been  expended  for  the  purpose  provided  for  in  this  act 
a  sum  equal  to  such  unexpended  portion; 

(5)  to  withhold  the  allotment  of  moneys  to  any  state  when- 
ever it  shall  be  determined  that  moneys  alloted  are  not 
being  expended  for  the  purposes  and  conditions  of  this 
act: 

(6)  to  require  the  replacement  by  withholding  subsequent 
allotments  of  any  portion  of  the  moneys  received  by  the  cus- 
todian of  any  state  under  this  act  that  by  any  action  or  con- 
tingency be  diminished  or  lost. 

This  supervision  is  carried  out  by  the  examination  and 
study  of  the  reports  made  by  the  state  boards,  supplemented 
by  visits  of  agents  of  the  Federal  Board.  The  law  specific- 
ally requires  two  reports  from  the  state  boards.  One  contains 
plans  showing  (a)  the  kinds  of  vocational  rehabilitation  and 
schemes  of  placement  for  which  it  is  proposed  the  appropria- 
tion shall  be  used;  (b)  the  plan  of  administration  and  super- 
vision; (c)  courses  of  study;  (d)  methods  of  instruction;  (e) 
qualification  of  teachers,  supervisors,  directors,  and  other  neces- 
sary administrative  officers  or  employees;    (/)   plans  for  the 


20 


FEDERAL  BOARD  FOR  VOCATIONAL  EDUCATION 


training  of  teachers,  supervisors,  and  directors.  The  other 
is  to  contain  an  account  of  the  work  done  each  year  in  the 
state  and  on  tlie  receipts  and  expenditures  of  money  under  the 
provisions  of  the  act. 

The  period  since  federal  aid  became  available  for  civilian 
vocational  rehabilitation  has  been  devoted  largely  to  setting  in 
operation  the  national  program.  The  activities  of  the  Federal 
Board,  as  described  in  its  annual  report  for  the  fiscal  year  1921 
(page  320)  have  been  "(i)  the  service  of  carrying  to  the 
states  information  in  regard  to  rehabilitation,  and  promoting 
the  acceptance  of  the  act  by  the  governor  or  legislature; 
(2)  the  service  of  assisting  in  ratification  in  some  states  of 
the  governor's  acceptance  by  the  legislature  with  an  appropria- 
tion for  the  administration  of  the  rehabilitation  work;  (3)  the 
service  of  assisting  in  setting  up  efficient  organization  for  inau- 
gurating the  work  in  those  states  which  had  accepted  the  Fed- 
eral Act."  This  necessitated  numerous  conferences  with  rep- 
resentatives of  state  boards,  compensation  agencies,  members 
of  state  legislatures,  social  service  organizations  and  others. 
Besides  these  individual  conferences  the  board  has  held  eight 
general  conferences,  one  at  Washington  for  executive  officers, 
state  directors,  and  representatives  of  compensation  boards  and 
commissions  east  of  the  Mississippi,  another  at  Salt  Lake  City 
for  similar  bodies  west  of  the  Mississippi  ahd  the  other  six 
conferences  were  held  in  conjunction  with  vocational  educa- 
tion conferences.  Up  to  October  i,  1921,  thirty-five  states 
had  accepted  the  federal  act  and  administrative  machinery  for 
the  conduct  of  vocational  rehabilitation  work  had  been  set  up 
in  twenty-five. 

In  addition  to  supervision  the  Federal  Board  is  authorized 
to  make  studies,  investigations,  and  reports  regarding  the 
vocational  rehabilitation  of  disabled  persons  and  their  place- 
ment in  suitable  or  gainful  occupations.  In  the  period  of  a 
little  more  than  a  year  after  the  act  was  passed,  three  bulle- 
tins were  published  as  a  result  of  this  authority.  They 
are : — 


ACTIVITIES  21 

No.  57.     A  Statement  of  Policies  to  be  Observed  in 
the  Administration  of  the  Industrial  Re- 
habilitation Act 
No.  64.     General  Administration  and  Case  Procedure 
No.  70.     Services   of    xA-dvisement   and   Cooperation 


CHAPTER  III 

ORGANIZATION 

The  primary  ili visions  of  the  Federal  Board  for  Vocational 
Fxhication  are: 

1 .  The  Board 

2.  Administrative  Group 

3.  Vocational  Education  Division 

4.  Civilian  Rehabilitation  Division 

The  Board.  The  board  is  composed  of  seven  members;  the 
Secretary  of  Commerce,  the  Secretary  of  Labor,  the  Secretary 
of  Agriculture,  the  Commissioner  of  Education,  and  three 
citizen  members.  The  board  is  concerned  with  making  poli- 
cies, the  execution  of  which  is  left  to  the  administrative  head, 
who  is  responsible  to  the  board  and  more  immediately  to  its 
standing  committee  composed  of  the  three  citizen  members. 

Administrative  Group.  The  administrative  group  includes 
all  the  agencies  carrying  on  the  general  business  and  the  inter- 
nal administration  of  the  board.  Of  the  seventy-six  em- 
ployees of  the  board  on  October  i,  1921,  thirty-six  were  in 
the  administrative  group.     It  is  composed  of: 

1.  The  Office  of  the  Administrative  Head 

2.  The  Office  of  the  Secretary  and  Chief  Clerk 

3.  The  Building  Service 

4.  The  Mails  and  Files  Section 

5.  The  Printing  and  Publication  Section 

6.  The  Office  of  the  Editor  and  Statistician 

Vocational  Education  Division.  The  Vocational  Education 
Division,  including  twenty-seven  employees,  is  divided  into 
four  services,  which  supervise  the  work  done  by  the  states 
under  the  Smith-Hughes  Act  and  conduct  the  studies  and  in- 
vestigations in  that  field.     They  are : 

22 


ORGANIZATION 


23 


1.  Trade  and   Industrial   Education  Service 

2.  Agricultural   Education  Service 

3.  Home  Economics  Education  Service 

4.  Commercial  Education  Service 

For  purposes  of  administration  and  supervision  the  country 
is  divided  into  four  regions: 

The  North  Atlantic 


Connecticut 

New  York 

Delaware 

Ohio 

Maine 

Rhode  Island 

Maryland 

Pennsylvania 

Massachusetts 

VeiTnont 

New  Hampshire 

West  Virginia 

New   Jersey 

The 

Southern 

Alabama 

North  Carolina 

Arkansas 

Oklahoma 

Florida 

South  Carolina 

Georgia 

Tennessee 

Louisiana 

Texas 

Mississippi 

Virginia 

The  Central 

Illinois 

Minnesota 

Indiana 

Missouri 

Iowa 

Nebraska 

Kansas 

North  Dakota 

Kentucky 

South  Dakota 

Michigan 

Wisconsin 

The  Pacific 

Arizona 

New  Mexico 

California 

Oregon 

Colorado 

Utah 

Idaho 

Washington 

Montana 

Wyoming 

Nevada 

24    FEDERAL  BOAKH  FOR  VOCATIONAL  EDUCATION 

The  Trade  aiul  Industrial  Education  Service  has  an  agent 
in  each  rej,non  and  two  special  agents  to  whom  no  territory 
is  assigned.  One  of  the  latter  is  for  foremanship  and  instruc- 
tor training,  and  the  other  is  for  girls  and  women.  The 
Agricultural  Education  Service  has  an  agent  in  each  region 
and  a  special  agent  for  colored  schools.  The  Home  Iiconomics 
Education  Service  has  two  agents;  one  for  the  North  Atlan- 
tic and  Pacific  regions,  the  other  for  the  Southern  and  Cen- 
tral regions.  The  Commercial  Education  Service  has  only 
one  agent  in  addition  to  the  chief  of  the  service.  This  agent 
is  for  Retail  Selling  Education  and  is  assigned  to  no  particular 
territory. 

Civilian  Rehabilitation  Division.  The  Civilian  Rehabilita- 
tion Division  supervises  the  work  done  by  the  states  under 
the  Civilian  Vocational  Rehabilitation  Act  and  conducts  the 
studies  and  investigations  in  that  field.  There  are  nine  em- 
ployees in  this  division.  For  purposes  of  administration  the 
country  is  divided  into  five  regions;  the  North  Atlantic,  South- 
ern, East  Central,  West  Central,  and  Pacific.  There  is  an 
agent  assigned  to  each  region.  One  of  the  agents  is  a  specialist 
in  the  field  of  agricultural  education,  one  in  that  of  trade  and 
industrial  education,  one  in  commercial  education,  one  in  labor 
and  compensation,  and  the  other  in  social  service  work.  Be- 
sides these  there  is  a  medical  adviser  detailed  from  the  United 
States  Public  Health  Service  to  cooperate  in  medical  and 
hospital  relationships. 


APPENDIX  I 

outline  of  organization 

Explanatory  Note 

The  Outlines  of  Organization  have  for  their  purpose  to  make 
known  in  detail  the  organization  and  personnel  possessed 
by  the  several  services  of  the  national  government  to  which 
they  relate.  They  have  been  prepared  in  accordance  with 
the  plan  followed  by  the  President's  Commission  on  Economy 
and  Efficiency  in  the  preparation  of  its  outlines  of  the  or- 
ganization of  the  United  States  government.^  They  differ 
from  those  outlines,  however,  in  that  whereas  the  Commis- 
sion's report  showed  only  organization  units,  the  presenta- 
tion herein  has  been  carried  far  enough  to  show  the  person- 
nel embraced  in  each  unit. 

These  outlines  are  of  value  not  merely  as  an  effective  means 
of  making  known  the  organization  of  the  several  services. 
If  kept  revised  to  date  by  the  services,  they  constitute  exceed- 
ingly important  tools  of  administration.  They  permit  the 
directing  personnel  to  see  at  a  glance  the  organization  and 
personnel  at  their  disposition.  They  establish  definitely  the 
line  of  administrative  authority  and  enable  each  employee  to 
know  his  place  in  the  system.  They  furnish  the  essential 
basis  for  making  plans  for  determining  costs  by  organization 
division  and  subdivision.  They  afford  the  data  for  a  con- 
sideration of  the  problem  of  classifying  and  standardizing 
personnel  and  compensation.  Collectively,  they  make  it  pos- 
sible to  determine  the  number  and  location  of  organization 
divisions  of  any  particular  kind,  as,  for  example,  laboratories, 
libraries,  blue-print  rooms,  or  any  other  kind  of  plant  pos- 

^  House  Doc.  458,  62d.   Congress,  2nd  Session,  1912 — 2  vols, 

25 


26      FEDERAL  BOARD  FOR  VOCATIONAL  EDUCATION 

sessed  hv  the  national  government,  to  what  services  they  are 
attached  and  where  tliey  are  located,  or  to  determine  what 
services  are  maintaining  stations  at  any  city  or  point  in  the 
United  States.  The  Institute  hopes  that  upon  the  completion 
of  the  present  series,  it  will  be  able  to  prepare  a  complete 
classified  statement  of  the  technical  and  other  facilities  at  the 
disposal  of  the  government.  The  present  monographs  will 
then  furnish  the  details  regarding  the  organization,  equip- 
ment, and  work  of  the  institutions  so  listed  and  classified. 


J 


OUTLINE  OF  ORGANIZATION 


FEDERAL  BOARD  FOR  VOCATIONAL 
EDUCATION 


October   i,   1921 


Organisation  Units; 
Classes  of  Employees 


Number 


Annual 
Salary  Rate 


The  Board 
The  Secretary  of  Agriculture 
The  Secretary  of  Commerce 
The  Secretary  of  Labor 
The  Commissioner  of  Education 
The  member  for  Labor 
The  member  for  Agriculture 
The  member   for  Manufacture  and 

Commerce 
Stenographer  to  the  Three  Citizen 
Members 

Administrative  Group 


(Vacancy) 


Office  of  the  Administrative  Head 

Administrative  Head 

Secretary-Stenographer 

Audit  Clerk 
Office  of  the  Secretary  and  Chief  Clerk 

Secretary  and  Chief  Clerk 

Assistant  and  Payroll  Writer 

Disbursing  Officer 

Stenographer 
Building  Service 

Superintendent  of  Building  and  Pur- 
chasing Agent 

Engineer 

Fireman 

Laborer 

Carpenter 
Watchman 
Elevator  Operator 
Charwoman 

Typewriter  and  Electrical  Repairman 
Telephone  Operator 


27 


1^5,000 
5,000 

5,000 

1,560 


5,000 
1,800 
1,600 

3,000 
1,800 
1,800 
1,500 


2,000 

1,720 

1,200 

900 

1,080 

960 

960 

960 

720 

700 

600 

1,240 

1,320 

1,120 


28 


FEDERAL  BOARD  FOR  VOCATIONAL  EDUCATION 


Organisation  Units; 
Classes  of  Employees 


Number 


3- 


Stock   Clerk   and   Cost   Accountant 
Messenger 

4.  Mails  and  Files  Section 

Chief  of  Mails  and  Files 

Assistant 

Messenger  . 

5.  Print inj;  and  Publication  Section 

Chief  of  Section 
Stenographer 

Clerk 

Mimeograph   Operator         ^ 

6.  Office  of  Editor  and  Statistician 

Editor  and  Statistician 

Auditor   for   State  Accounts 
Vocational   Educational   Division  . 

I     Trade  and  Industrial  Education  Service 

Chief  of  Service  ^ 

Special  Agent  ^ 

2 

Stenographer  .  3 

2.    Agricultural  Education  Service 
Chief  of  Service 
Special  Agent 


Stenographer 

3.  Home  Economics  Education  Service 

Chief  of  Service 
Special    Agent 
Stenographer 

4.  Commercial  Education  Service 

Chief  of  Service 

Special  Agent 

Stenographer 
4.    Civilian  Rehabilitation  Division 
Chief    of    Division 
Special    Agent 

Doctor 

Secretary    and    Stenographer 

Stenographer 

"Detailed  from  Public  Health  Service. 


Annual 
Salary  Rate 

1,800 
720 

2,000 
1,600 
1,000 

2,100 
1,600 
1,560 
1,520 

4,000 
1,800 


5,000 
4,000 
3,750 
3,500 
1,600 

4,500 
4,000 
3.750 
3,500 
1,600 
1,440 

4,500 
3,500 
1,600 
1,500 

4,000 

3.250 
1,600 

4,000 
4,000 
3,500 

a 
1,800 
1,600 


APPENDIX  2 

CLASSIFICATION  OF  ACTIVITIES 

Explanatory  Note 

The  Classifications  of  Activities  have  for  their  purpose  to 
list  and  classify  in  all  practicable  detail  the  specific  activities 
engaged  in  by  the  several  services  of  the  national  government. 
Such  statements  are  of  value  from  a  number  of  standpoints. 
They  furnish,  in  the  first  place,  the  most  effective  showing  that 
can  be  made  in  brief  compass  of  the  character  of  the  work 
performed  by  the  service  to  which  they  relate.  Secondly, 
they  lay  the  basis  for  a  system  of  accounting  and  reporting 
that  will  permit  the  showing  of  total  expenditures  classified 
according  to  activities.  Finally,  taken  collectively,  they  make 
possible  the  preparation  of  a  general  or  consolidated  state- 
ment of  the  activities  of  the  government  as  a  whole.  Such 
a  statement  will  reveal  in  detail,  not  only  what  the  government 
is  doing,  but  the  services  in  which  the  work  is  being  performed. 
For  example,  one  class  of  activities  that  would  probably  ap- 
pear in  such  a  classification  is  that  of  "scientific  research." 
A  subhead  under  this  class  would  be  "chemical  research." 
Under  this  head  would  appear  the  specific  lines  of  investigation 
under  way  and  the  services  in  which  they  were  being  prose- 
cuted. It  is  hardly  necessary  to  point  out  the  value  of  such 
information  in  planning  for  future  work  and  in  consider- 
ing the  problem  of  the  better  distribution  and  coordination  of 
the  work  of  the  government.  The  Institute  contemplates  at- 
tempting such  a  general  listing  and  classification  of  the  activi- 
ties of  the  government  upon  the  completion  of  the  present 

series. 

29 


30   FEDET^AL  BOARD  FOR  VOCATIONAL  EDUCATION 

Classification  of  Activities 

1.  Ill  \'ocational  Education 

1.  Supervision  of  Work  Done  by  the  States  with 

Federal  Grants 

2.  Research 

2.  In  Civihan  Vocational  Rehabilitation 

1.  Supervision  of  Work  Done  by  the  States  with 

Federal  Grants 

2.  Research 


APPENDIX  3 

PUBLICATIONS^ 

Annual  Reports.  The  Federal  Board  for  Vocational  Educa- 
tion is  required  by  law  to  submit  an  annual  report  to  Con- 
gress on  the  administration  of  the  act  and  including  the  re- 
ports that  the  state  boards  for  vocational  education  are  re- 
quired to  make.  These  annual  reports  contain  a  wealth  of 
statistics  and  other  material  on  the  work  done  by  the  states. 

The  Vocational  Summary.  From  May,  19 18,  to  July,  192 1, 
the  Federal  Board  for  Vocational  Education  published  the 
Vocational  Summary,  a  small  monthly  magazine  covering  the 
board's  activities  in  vocational  education,  industrial  rehabilita- 
tion, and  in  the  vocational  rehabilitation  of  disabled  soldiers. 

Other  Publications.  The  remaining  publications  of  the  Fed- 
eral Board  for  Vocational  Education,  with  the  exception  of 
a  very  few  miscellaneous  items,  consist  of  the  series  of  bulle- 
tins containing  the  results  of  research  work.  A  complete 
list  of  those  published  up  to  October  i,  192 1,  is  given  below. 

1.  Statement  of  Policies. 

2.  Training  Conscripted  Men  for  Service  as  Radio  and  Buz- 

zer Operators  in  the  United  States  Army  (International 
code). 

3.  Emergency  Training  in  Shipbuilding — Evening  and  Part- 

time  Classes  for  Shipyard  Workers. 

4.  Mechanical  and  Technical  Training  for  Conscripted  Men 

(Air  Division,  U.  S.  Signal  Corps). 

^  These  publications  can  be  obtained  from  the  Federal  Board  for 
Vocational  Education,  Washington,  D.  C,  as  long  as  a  supply  is 
available.  After  their  supply  is  exhausted  it  is  possible  in  some 
cases  to  purchase  copies  from  the  Superintendent  of  Documents, 
Government  Printing  Office,  Washington,  D.  C. 

31 


32      FEDER.\L  BOARD  FOR  VOCATIONAL  EDUCATION 

5.  Vocational     Rehabilitation    of    Disabled    Soldiers    and 

Sailors. 

6.  Trainini,^  of  Teachers  for  Occupational  Therapy  for  the 

Rchaijilitation  of  Disabled  Soldiers  and  Sailors. 

7.  Emergency  War  Training  for  Motor-Truck  Drivers  and 

Chauffeurs. 

8.  Emergency   War  Training    for   Machine-Shop   Occupa- 

tions, Blacksmithing,  Sheet-Metal  Working,  and  Pipe 
Fitting. 

9.  Emergency  War  Training  for  Electricians,  Telephone  Re- 

pairmen, Linemen,  and  Cable  Splicers. 

10.  Emergency  War  Trainitig  for  Gas-Engine,   Motor-Car, 

and  Motor-Cycle  Repairmen. 

11.  Emergency  War  Training  for  Oxy-Acetylene  Welders. 

12.  Emergency  War  Training  for  Airplane  Mechanics — En- 

gine Repairmen,  Wood-workers,  Riggers,  and  Sheet- 
Metal  Workers. 

13.  Agricultural   Education — Organization  and  Administra- 

tion. 

14.  Reference  Material  for  Vocational  Agricultural  Instruc- 

tion. 

15.  The  Evolution  of  National  Systems  of  Vocational  Re- 

education for  Disabled  Soldiers  and  Sailors. 

16.  Emergency  \\'ar  Training  for  Radio  Mechanics  and  Radio 

Operators. 

17.  Trade  and  Industrial  Education — Organization  and  Ad- 

ministration. 
i<S.    Evening  Industrial  Schools. 

19.  Part-Time  Trade  and  Industrial  Schools. 

20.  Buildings   and   Equipment    for   Schools   and   Classes   in 

Trade  and  Industrial  Subjects. 

21.  The  Home  Project  as  a  Phase  of  Vocational  Agricultural 

Education. 

22.  Retail  Selling. 

23.  Clothing  for  the  Family. 


PUBLICATIONS  33 

24.  Vocational  Education  for  Foreign  Trade  and  Shipping. 

(In  cooperation  with  the  Bureau  of  Foreign  and  Do- 
mestic Commerce.) 

25.  Ward  Occupations  in  Hospitals. 

26.  Agricultural  Education — Some  Problems  in  State  Super- 

vision. 

27.  The  Training  of  Teachers  of  Vocational  Agriculture. 

28.  Home    Economics    Education — Organization    and    Ad- 

ministration. 

29.  Treatment  and  Training  for  the  Tuberculous. 

30.  Evening  and  Part-Time  Schools  in  the  Textile  Industry 

of  the  Southern   States. 

31.  Training  Courses  in  Safety  and  Hygiene  in  the  Building 

Trades. 

32.  The  Agricultural  and  Industrial  Community  for  Arrested 

Cases  of  Tuberculosis  and  Their  Families. 

33.  Productive  Vocational  Workshops  for  the  Rehabilitation 

of    Tuberculosis    and    Otherwise    Disabled    Soldiers, 
Sailors,  and  Marines. 

34.  Commercial    Education    (Organization  and   Administra- 

tion). 

35.  Use  and   Preparation   of    Food.      (In   cooperation   with 

the  Food  Administration.) 

36.  Foreman  Training  Courses.     Part  I. 
Foreman  Training  Courses.     Part  II. 

-^•j.    Survey  of  the  Needs  in  the  Field  of  Vocational  Econ- 
omics Education. 

38.  General  Mining. 

39.  Coal-Mine  Gases. 

40.  Coal-Mine  Timbering. 

41.  Coal-Mine  Ventilation. 

42.  Safety  Lamps. 

43.  The  Labor  Audit.     A  Method  of  Industrial  Investigation. 

44.  The  Wage- Setting  Process. 

45.  Job  Specifications. 

46.  The  Turnover  of  Labor. 


34 


FEDERAL  BOARD  FOR  VOCATIONAL  EDUCATION 


b- 


47.  Industrial  Accidents  and  Their  Prevention. 

48.  Kmploynient    Management   and    Industrial   Training. 

49.  The   Selection   and    Placement   of   Employees. 

50.  I'jnploynicnt  Management :     Its  Rise  and  Scope. 

51.  Bibliography  of  Employment  iManagement. 
Theory  and  Practice.     Outlines  of  Instruction  in  Related 

Subjects  for  the  Machinist's  Trade  (Including  Gen- 
eral Trade  Subjects  for  certain  other  Occupations). 

S3.  Lessons  in  I'lant  Production  for  Southern  Schools.  (In 
cooperation  with  the  Department  of  Agriculture.) 

34.    Survey  of  Junior  Commercial  Occupations. 

:^5.    Compulsory  Part-Time  School  Attendance  Laws. 

56.  Lessons  in  Animal  Production  for  Southern  Schools.  (In 
cooperation  with  the  Department  of  Agriculture.) 

37.  Industrial  Rehal)ilitation — A  Statement  of  Policies  to  be 

Observed  in  the  Administration  of  the  Industrial  Re- 
habilitation Act. 

38.  Trade  and  Industrial  Education  for  Girls  and  Women. 

39.  A  Tuberculosis  Background  for  Advisers  and  Teachers. 

60.  Eoremanship  Courses  vs.  Instructor  Training  Courses. 

61.  Improving  Foremanship. 

62.  Instructor  Training. 

63.  A   Unit  Course  in   Poultry   Husbandry.      (In   coopera- 

tion with  the  Department  of  Agriculture.) 

64.  Industrial    Rehabilitation — General    Administration    and 

Case  Procedure. 
63.    Child  Care  and  Child  Welfare.      (In  cooperation  with 
the  Children's  Bureau.) 

66.  Bibliography  on  Vocational  Guidance. 

67.  A  Survey  and  Analysis  of  the  Pottery  Industry. 

68.  A  Unit  Course  in  Swine  Husbandry  (In  cooperation  with 

the  Department  of  Agriculture). 

69.  Analysis  of  the  Railway  Boilermaker's  Trade. 

70.  Industrial   Rehabilitation — Services  of   Advisement   and 

Cooperation. 

71.  The  Home  Project :     Its  Use  in  Homemaking  Education. 


APPENDIX  4 

LAWS 

(A)  Index  to  Laws 

Creation 
Federal  Board  for  Vocational  Education 

established  39   Stat.   L.,   929    Sec.   6 

Personnel 

Positions  established 

Members  of  the  board  39    Stat,   h.,   929     Sec.   6 

Such    assistants   as   may   be   necessary  39    Stat,    h.,   929     Sec.    6 
Method  of  appointment 

Members  of  the  board  39   Stat.   L.,   929     Sec.   6 

Salaries 

Members  of  the  board  39    Stat.    L.,    929     Sec.    6 

Limitations  on  salaries  paid  under  the 
Civilian     Vocational     Rehabilitation 

Act  41    Stat.   L.,   735    Sec.   6 

Appropriations 
To  the  States 

For    the    salaries    of    teachers,    super- 
visors, or  directors  of  Agricultural 

subjects  39    Stat.   L.,   929     Sec.   2 

For  the  salaries  of  teachers  of  trade, 
home  economics  and  industrial  sub- 
jects 39   Stat.   L.,   929     Sec.   3 
For  teacher-training  39    Stat.    L.,   929     Sec.    4 
For  the  rehabilitation  of  persons  dis- 
abled  in   industry   or   otherwise  41    Stat.    L.,    735     Sec.    i 
To   the    Federal    Board    for   Vocational 
Education 
For  all  purposes  under  the  Vocational 

Education  Act  39   Stat.    L.,   929    Sec.   7 

For    all    purposes    under    the    Civilian 

Vocational  Education  Act  41    Stat.    L.,   735     Sec.   6 

Activities 

Supervision   in   Vocational    Education 
Approval  of  State  Plans  39    Stat.    L.,   929    Sec.   8 

Examination  of  the  way  in  which  the 

money  is  spent  39  Stat.  L.,  929    Sec.   14 

Unexpended    portions    to   be   deducted 

from  next  allotment  39  Stat.  L.,  929    Sec.   15 

35 


Sec. 

4 

Sec. 

4 

Sec 
Sec. 

4 
4 

Sec. 

4 

Sec. 
Sec. 

4 

7 

Sec. 
Sec. 

6 
6 

36      FEDERAL  RO.\RD  FOR  VOCATIONAL  EDUCATION 

Allotments   may   be  withheld  39  Stat.   L.,  929    Sec.   16 

Cortilication   to    the    Secretary   of   the 

Trea.sury  39   Stat.  L.,  939    Sec.   14 

Supervi-sion     in  civilian  vocational  rc- 
liahilitatioii 

Approval   of  state  plans  41    Stat.    L.,   735 

Examination  of  the  way  in  which  the 

money   is  spent  4^    Stat.    L.,    735 

Unexpended    portions   to    be    deducted 

from  next  allotment  41    Stat.   L.,   73s 

Allotments   may   be   withheld  41    Stat.    L.,   735 

Certification   to   the   Secretary  of  the 

Treasury  41    Stat.    L.,    735 

Cooperation  with  public  or  private 

agencies  41    Stat.    L.,    73.S 

Empowered  to  receive  gifts  41    Stat.   L.,   735 

Research 

In  vocational  education  39   Stat.   L.,   929 

In  civilian   vocational  rehabilitation  41    Stat.   L.,   735 

Annual  Report 

In  vocational  education  39   Stat.   L.,  929    Sec.   18 

In   civilian   vocational   rehabilitation  41    Stat.    L.,    735     Sec.    5 

Procedure  Necessary  on  the  part  of  the  States 
In  vocational  education 
Acceptance  of  the  act  39    Stat.   L.,   929    Sec.    5 

Designation  of  the  state  board  39    Stat.    L.,   929    Sec.    5 

Plans  and  reports  to  be  submitted  to 

the  Federal  Board  39    Stat.    L.,   929     Sec.   8 

An  equal  amount  to  be  spent  by  the 

state  39   Stat.    L.,   929     Sec.   9 

Under    the    agricultural    appropriation  39   Stat.   L.,  929    Sec.   10 
Under  the  trade  and  industrial  appro- 
priation 39   Stat.   L.,  929   Sec.   11 
Under  the  teacher  training  appropria- 
tion 39   Stat.  L.,  929    Sec.   12 
State   Treasurers   to   be   custodian   of 

funds  39   Stat.  L.,  929    Sec.   13 

Any  money  lost  to  be  replaced  by  the 

state  39  Stat.  L.,  929    Sec.   17 

In   civilian  vocational    rehabilitation 

Acceptance  of  the  act  41    Stat.   L.,   735     Sec.   3 

Designation  of  state  board  41    Stat.   L.,   735     Sec.   3 

Plans  and  reports  to  be  submitted  to 

the  Federal  Board  41    Stat.   L.,   735     Sec.   2 

An   equal   amount   to  be   spent  by   the 

state  41    Stat.    L.,   735     Sec.    I 

State     Ireasurer    to    be    custodian    of 

^  f^n^ls  41    Stat.   L.,   735     Sec.   3 

All  courses  to  be  open  to  disabled  fed- 
eral employees  41    Stat.    L.,  735     Sec.   i 


' 


LAWS  37 

(B)   Compilation  of  Laws 

1917 — Act  of  Feb.  23,  1917  (39  Stat.  L.,  929) — An  Act 
To  provide  for  the  promotion  of  vocational  educa- 
tion; to  provide  for  cooperation  with  the  States  in 
the  promotion  of  such  education  in  agricuUure  and 
the  trades  and  industries ;  to  provide  for  cooperation 
with  the  States  in  the  preparation  of  teachers  of  voca- 
tional subjects ;  and  to  appropriate  money  and  regu- 
late its  expenditure. 

[Sec.  i].  That  there  is  hereby  annually  appropriated,  out  of  any 
taoney  in  the  Treasury  not  otherwise  appropriated,  the  sums  provided 
in  sections  two,  three,  and  four  of  this  Act,  to  be  paid  to  the  respec- 
tive States  for  the  purpose  of  cooperating  with  the  States  in  paying 
the  salaries  of  teachers,  supervisors,  and  directors  of  agricultural  sub- 
jects, and  teachers  of  trade,  home  economics  and  industrial  subjects, 
and  in  the  preparation  of  teachers  of  agricultural,  trade,  industrial, 
and  home  economics  subjects;  and  the  sum  provided  for  in  section 
seven  for  the  use  of  the  Federal  Board  for  Vocational  Education  for 
the  administration  of  this  Act  and  for  the  purpose  of  making  studies, 
investigations,  and  reports  to  aid  in  the  organization  and  conduct  of 
vocational  education,  which  sums  shall  be  expended  as  hereinafter 
provided. 

Sec.  2.  That  for  the  purpose  of  cooperating  with  the  States  in 
paying  the  salaries  of  teachers,  supervisors,  or  directors  of  agricul- 
tural subjects  there  is  hereby  appropriated  for  the  use  of  the  States, 
subject  to  the  provisions  of  this  Act,  for  the  fiscal  year  ending  June 
thirtieth,  nineteen  hundred  and  eighteen,  the  sum  of  $500.000 ;  for  the 
fiscal  year  ending  June  thirtieth,  nineteen  hundred  and  nineteen,  the 
sum  of  $750,000 ;  for  the  fiscal  year  ending  June  thirtieth,  nineteen 
hundred  and  twenty,  the  sum  of  $1,000,000;  for  the  fiscal  year  ending 
June  thirtieth,  nineteen  hundred  and  twenty-one,  the  sum  of  $1,250,- 
000 ;  for  the  fiscal  year  ending  June  thirtieth,  nineteen  hundred  and 
twenty-two,  the  sum  of  $1,500,000;  for  the  fiscal  year  ending  June 
thirtieth,  nineteen  hundred  and  twenty-three,  the  sum  of  $1,750,000; 
for  the  fiscal  year  ending  June  thirtieth,  nineteen  hundred  and 
twenty-four,  the  sum  of  $2,000,000 ;  for  the  fiscal  year  ending  June 
thirtieth,  nineteen  hundred  and  twenty-five,  the  sum  of  $2,500,000 ; 
for  the  fiscal  year  ending  June  thirtieth,  nineteen  hundred  and  twenty- 
six,  and  annually  thereafter,  the  sum  of  $3,000,000.  Said  sums  shall 
be  allotted  to  the  States  in  the  proportion  which  their  rural  popu- 
lation bears  to  the  total  rural  population  in  the  United  States,  not  in- 
cluding outlying  possessions,  according  to  the  last  preceding  United 
States  census :  Provided,  That  the  allotment  of  funds  to  any  State 
shall  be  not  less  than  a  minimum  of  $5,000  for  any  fiscal  year  prior  to 
and  including  the  fiscal  year  ending  June  thirtieth,  nineteen  hundred 
and  twenty-three,  nor  less  than  $10,000  for  any  fiscal  year  thereafter. 


149277 


38   FEDERAL  BOARD  FOR  VOCATIONAL  EDUCATION 

and  there  is  hereby  appropriated  the  following  sums,  or  so  much 
thereof  as  mav  1)0  necessary,  which  shall  be  used  for  the  purpose  of 
providing  the'niininuuu  allotment  to  the  States  provided  for  in  this 
section :  For  the  hscal  year  ending  June  thirtieth,  nineteen  hundred 
and  eighteen,  the  sum  of  $48,000;  for  the  fiscal  year  endmg  June 
thirtieth,  nineteen  hundred  and  nineteen,  the  sum  of  $34,000;  for  the 
fiscal  year  ending  lune  thirtieth,  nineteen  hundred  and  twenty,  the 
sum  o'f  $24,000;  fo"r  the  fiscal  year  ending  June  thirtieth,  nineteen 
hundred  and  twenty-one,  the  sum  of  $18,000;  for  the  fiscal  year  end- 
ing June  thirtieth,  nineteen  hundred  and  twenty-two,  the  sum  of 
$14,000:  for  the  fiscal  year  ending  June  thirtieth,  nineteen  hundred 
and  twentv-three,  the  sum  of  $11,000;  for  the  fiscal  year  ending  June 
thirtieth,  nineteen  hundred  and  twenty-four,  the  sum  of  $9,000;  for 
the  fiscal  year  ending  June  thirtieth,  nineteen  hundrd  and  twenty- 
five,  the  sum  of  $34,000;  and  annually  thereafter  the  sum  of  $27,000. 
Sf.c.  3.  That  for  the  purpose  of  cooperating  with  the  States  in  pay- 
ing the  salaries  of  the  teachers  of  trade,  home  economics,  and  indus- 
trial subjects  there  is  hereby  appropriated  for  the  use  of  the  States, 
for  the  fiscal  year  ending  June  thirtieth,  nineteen  hundred  and  eigh- 
teen, the  sum  of  $500,000;  for  the  fiscal  year  ending  June  thirtieth, 
nineteen  hundred  and  nineteen,  the  sum  of  $750,000;  for  the  fiscal 
year  ending  June  thirtieth,  nineteen  hundred  and  twenty,  the  sum 
of  $1,000,000;  for  the  fiscal  year  ending  June  thirtieth,  nineteen  hun- 
dred and  twenty-one,  the  sum  of  $1,250,000;  for  the  fiscal  year  ending 
June  thirtieth,  nineteen  hundred  and  twenty-two,  the  sum  of  $1,500,- 
000 ;  for  the  fiscal  year  ending  June  thirtieth,  nineteen  hundred  and 
twenty-three,  the  sum  of  $1,750,000;  for  the  fiscal  year  ending  June 
thirtieth,  nineteen  hundred  and  twenty- four,  the  sum  of  $2,000,000; 
for  the  fiscal  year  ending  June  thirtieth,  nineteen  hundred  and  twenty- 
five,  the  sum  of  $2,500,000;  for  the  fiscal  year  ending  June  thirtieth, 
nineteen  hundred  and  twenty  six,  the  sum  of  $3,000,000;  and  annually 
thereafter  the  sum  of  $3,000,000.  Said  sums  shall  be  allotted  to  the 
States  in  the  proportion  which  their  urban  population  bears  to  the 
total  urban  population  in  the  United  States,  not  including  outlying 
possessions,  according  to  the  last  preceding  United  States  census: 
Provided,  That  the  allotment  of  funds  to  any  State  shall  be  not  less 
than  a  minimum  of  $5,000  for  any  fiscal  year  prior  to  and  including 
the  fiscal  year  ending  June  thirtieth,  nineteen  hundred  and  twenty- 
three,  nor  less  than  $10,000  for  any  fiscal  year  thereafter,  and  there 
is  hereby  appropriated  the  following  sums,  or  so  much  thereof  as 
may  be  needed,  which  shall  be  used  for  the  purpose  of  providing 
the  minimum  allotment  to  the  States  provided  for  in  this  section;  For 
the  fiscal  year  ending  June  thirtieth,  nineteen  humlred  and  eighteen, 
the  sum  of  $66,000;  for  the  fiscal  year  ending  June  thirtieth,  nineteen 
hundred  and  nineteen,  the  sum  of  46,000;  for  the  fiscal  year  ending 
June  thirtieth,  nineteen  hundred  and  twenty,  the  sum  of  $34,000;  for 
the  fiscal  year  ending  June  thirtieth,  nineteen  hundred  and  twenty- 
one,  the  sum  of  $28,000;  for  the  fiscal  year  ending  June  thirtieth, 
nineteen  hundred  and  twenty-two,  the  sum  of  $25,000;  for  the  fiscal 
year  ending  June  thirtieth,  nineteen  hundred  and  twenty-three, 
the  sum  of  $22,000;  for  the  fiscal  year  ending  June  thirtieth, 
nineteen   hundred    and    twenty- four,    the    sum    of   $19,000;    for   the 


LAWS  39 

fiscal  year  ending  June  thirtieth,  nineteen  hundred  and  twenty- 
five,  the  sum  of  $56,000;  for  the  fiscal  year  ending  June  thirtieth, 
nineteen  hundred  and  twenty-six,  and  annually  thereafter,  the  sum 
of  $50,000. 

That  not  more  than  twenty  per  centum  of  the  money  appropriated 
under  this  Act  for  the  payment  of  salaries  of  teachers  of  trade,  home 
economics,  and  industrial  subjects,  for  any  year,  shall  be  expended  for 
the  salaries  of  teachers  of  home  economics  subjects. 

Sec.  4.  That  for  the  purpose  of  cooperating  with  the  States  in 
preparing  teachers,  supervisors,  and  directors  of  agricultural  subjects 
and  teachers  of  trade  and  industrial  and  home  economics  subjects 
there  is  hereby  appropriated  for  the  use  of  the  States  for  the  fiscal 
year  ending  June  thirtieth,  nineteen  hundred  and  eighteen,  the  sum  of 
$500,000;  for  the  fiscal  year  ending  June  thirtieth,  nineteen  hundred 
and  nineteen,  the  sum  of  $700,000;  for  the  fiscal  year  ending  June 
thirtieth,  nineteen  hundred  and  twenty,  the  sum  of  $900,000;  for  the 
fiscal  year  ending  June  thirtieth,  nineteen  hundred  and  twenty-one, 
and  annually  thereafter,  the  sum  of  $1,000,000.  Said  sums  shall  be 
allotted  to  the  States  in  the  proportion  which  their  population  bears 
to  the  total  population  of  the  United  States,  not  including  outlying 
possessions,  according  to  the  last  preceding  United  States  census: 
Provided,  That  the  allotment  of  funds  to  any  State  shall  be  not  less 
than  a  minimum  of  $5,000  for  any  fiscal  year  prior  to  and  including 
the  fiscal  year  ending  June  thirtieth,  nineteen  hundred  and  nineteen, 
nor  less  than  $10,000  for  any  fiscal  year  thereafter.  And  there  is 
hereby  appropriated  the  following  sums,  or  so  much  thereof  as  may 
be  needed,  which  shall  be  used  for  the  purpose  of  providing  the 
minimum  allotment  provided  for  in  this  section:  For  the  fiscal  year 
ending  June  thirtieth,  nineteen  hundred  and  eighteen,  the  sum  of 
$46,000;  for  the  fiscal  year  ending  June  thirtieth,  nineteen  hundred 
and  nineteen,  the  sum  of  $32,000;  for  the  fiscal  year  ending  June 
thirtieth,  nineteen  hundred  and  twenty,  the  sum  of  $24,000;  for  the 
fiscal  year  ending  June  thirtieth,  nineteen  hundred  and  twenty-one, 
and  annually  thereafter,  the  sum  of  $90,000. 

Sec.  5.  That  in  order  to  secure  the  benefits  of  the  appropriations 
provided  for  in  sections  two,  three,  and  four  of  this  Act,  any  State 
shall,  through  the  legislative  authority  thereof,  accept  the  provisions 
of  this  Act  and  designate  or  create  a  State  board,  consisting  of  not 
less  than  three  members,  and  having  all  necessary  power  to  cooperate 
as  herein  provided,  with  the  Federal  Board  for  Vocational  Education 
in  the  administration  of  the  provisions  of  this  Act.  The  State  board 
of  education,  or  other  board  having  charge  of  the  administration  of 
public  education  in  the  State,  or  any  State  board  having  charge 
of  the  administration  of  any  kind  of  vocational  education  in  the  State 
•may,  if  the  State  so  elect,  be  designated  as  the  State  board,  for  the 
purposes  of  this  Act. 

In  any  State  the  legislature  of  which  does  not  meet  in  nineteen  hun- 
dred and  seventeen,  if  the  governor  of  that  State.,  so  far  as  he  is 
authorized  to  do  so,  shall  accept  the  provisions  of  this  Act,  and 
designate  or  create  a  State  board  of  not  less  than  three  members  to  act 
in  cooperation  with  the  Federal  Board  for  Vocational  Education,  the 
Federal  Board  shall  recognize  such  local  board  for  the  purposes  of 


40      FEDERAL  BOARD  FOR  VOCATIONAL  EDUCATION 

this  Act  until  the  legislature  of  such  State  meets  in  clue  course  and 
has  been  in  session  sixty  days. 

Any  State  may  accept  the  benefits  of  any  one  or  more  of  the 
respective  funds  herein  appropriated,  and  it  may  defer  the  accept- 
ance of  the  benefits  of  any  one  or  more  of  such  funds,  and  shall  be 
required  to  meet  onlv  the  conditions  relative  to  the  fund  or  funds  the 
benefits  of  which  it  has  accepted:  Provided.  That  after  June  thirtieth, 
nineteen  hundred  and  twenty,  no  State  shall  receive  any  appropriation 
for  salaries  of  teachers,  supervisors,  or  directors  of  agricultural  sub- 
jects, until  it  shall  have  taken  advantage  of  at  least  the  minimum 
amount  appropriated  for  the  training  of  teachers,  supervisors,  or 
directors  of  agricultural  subjects,  as  provided  for  in  this  Act,  and 
that  after  said  date  no  State  shall  receive  any  appropriation  for  the 
salaries  of  teachers  of  trade,  home  economics,  and  industrial  subjects 
until  it  shall  have  taken  advantage  of  at  least  the  minimum  amount 
appropriated  for  the  training  of  teachers  of  trade,  home  economics, 
and  industrial  subjects,  as  provided  for  in  this  Act. 

Skc.  6.  That  a  Federal  Board  for  Vocational  Education  is  hereby 
created,  to  consist  of  the  Secretary  of  Agriculture,  the  Secre- 
tary of  Commerce,  the  Secretary  of  Labor,  the  United  States  Com- 
missioner of  Education,  and  three  citizens  of  the  United  States  to  be 
appointed  by  the  President,  by  and  with  the  advice  and  consent  of  the 
Senate.  One  of  the  said  three  citizens  shall  be  a  representative  of 
the  manufacturing  and  commercial  interests,  one  a  representative  of 
the  agricultural  interests,  and  one  a  representative  of  labor.  The 
board  shall  elect  annually  one  of  its  members  as  chairman.  In  the 
first  instance,  one  of  the  citizen  members  shall  be  appointed  for  one 
year,  one  for  two  years,  and  one  for  three  years,  and  thereafter  for 
three  years  each.  The  members  of  the  board  other  than  the  members 
of  the  Cabinet  and  the  United  States  Commissioner  of  Education 
shall  receive  a  salary  of  $5,000  per  annum. 

The  board  shall  have  power  to  cooperate  with  State  boards  in  carry- 
ing out  the  provisions  of  this  Act.  It  shall  be  the  duty  of  the  Federal 
Board  for  Vocational  Education  to  make,  or  cause  to  have  made 
studies,  investigations,  and  reports,  with  particular  reference  to  their 
use  in  aiding  the  States  in  the  establishment  of  vocational  schools 
and  classes  and  in  giving  instruction  in  agriculture,  trades  and  in- 
dustries, commerce  and  commercial  pursuits,  and  home  economics. 
Such  studies,  investigations,  and  reports  shall  include  agriculture 
and  agricultural  processes  and  requirements  upon  agricultural 
workers;  trades,  industries,  and  apprenticeships,  trade  and  industrial 
requirements  upon  industrial  workers,  and  classification  of  industrial 
processes  and  pursuits;  commerce  and  commercial  pursuits  and 
requirements  upon  commercial  workers;  home  management,  domestic 
science,  and  the  study  of  related  facts  and  principles ;  and  problems 
of  administration  of  vocational  schools  and  of  courses  of  study  and 
instruction   in  vocational  subjects. 

When  the  board  deems  it  advisable  such  studies,  investigations, 
and  reports  concerning  agriculture,  for  the  purposes  of  agricul- 
tural education,  may  be  made  in  cooperation  with  or  through  the 
Department  of  Agriculture;  such  studies,  investigations,  and  reports 
concerning  trades  and   industries,    for   the   purposes   of   trade   and 


LAWS  41 

industrial  education  may  be  made  in  cooperation  with  or  through 
the  Department  of  Labor;  such  studies,  investigations,  and  reports 
concerning  commerce  and  commercial  pursuits,  for  the  purposes  of 
commercial  education,  may  be  made  in  cooperation  with  or  through 
the  Department  of  Commerce;  such  studies,  investigations,  and 
reports  concerning  the  administration  of  vocational  schools,  courses 
of  study  and  instruction  in  vocational  subjects,  may  be  made  in  co- 
operation with  or  through  the  Bureau  of  Education. 

The  Commissioner  of  Education  may  make  such  recommendations 
to  the  board  relative  to  the  administration  of  this  Act  as  he  may 
from  time  to  tin\e  deem  advisable.  It  shall  be  the  duty  of  the  chair- 
man of  the  board  to  carry  out  the  rules,  regulations,  and  decisions 
which  the  board  may  adopt.  The  Federal  Board  for  Vocational 
Education  shall  have  power  to  employ  such  assistants  as  may  be 
necessary  to  carry  out  the  provisions  of  this  Act. 

Sec.  7.  That  there  is  hereby  appropriated  to  the  Federal  Board 
for  Vocational  Education  the  sum  of  $200,000  annually,  to  be  avail- 
able from  and  after  the  passage  of  this  Act,  for  the  purpose  of  mak- 
ing or  cooperating  in  making  the  studies,  investigations,  and  reports 
provided  for  in  section  six  of  this  Act,  and  for  the  purpose  of  paying 
the  salaries  of  the  officers,  the  assistants,  and  such  office  and  other 
expenses  as  the  board  may  deem  necessary  to  the  execution  and 
administration  of  this  Act. 

Sec.  8.  That  in  order  to  secure  the  benefits  of  the  appropriation 
for  any  purpose  specified  in  this  Act,  the  State  board  shall  prepare 
plans,  showing  the  kinds  of  vocational  education  for  which  it  is  pro- 
posed that  the  appropriation  shall  be  used;  the  kinds  of  schools  and 
equipment;  courses  of  study;  methods  of  instruction;  qualifications 
of  teachers;  and,  in  the  case  of  agricultural  subjects,  the  qualifica- 
tions of  supervisors  or  directors;  plans  for  the  training  of  teachers; 
and,  in  the  case  of  agricultural  subjects,  plans  for  the  super- 
vision of  agricultural  education,  as  provided  for  in  section  ten. 
Such  plans  shall  be  submitted  by  the  State  board  to  the  Federal 
Board  for  Vocational  education,  and  if  the  Federal  board 
finds  the  same  to  be  in  conformity  with  the  provisions  and  purposes 
of  this  Act,  the  same  shall  be  approved.  The  State  board  shall  make 
an  annual  report,  to  the  Federal  Board  for  Vocational  Education, 
on  or  before  September  first  of  each  year,  on  the  work  done  in  the 
State  and  the  receipts  and  expenditures  of  money  under  the  provisions 

of  this  Act. 
*     *     *     * 

Sec.  14.  That  the  Federal  Board  for  Vocational  Education  shall 
annually  ascertain  whether  the  several  States  are  using,  or  are  pre- 
pared to  use,  the  money  received  by  them  in  accordance  with  the 
provisions  of  this  Act.  On  or  before  the  first  day  of  January  of 
each  year  the  Federal  Board  for  Vocational  Education  shall  certify 
to  the  Secretary  of  the  Treasurv  each  State  which  has  accepted  the 
provisions  of  this  Act  and  complied  therewith,  certifying  the  amounts 
which  each  State  is  entitled  to  receive  under  the  provisions  of  this 
Act.  Upon  such  certification  the  Secretary  of  the  Treasury  shall 
pay  quarterly  to  the  custodian  for  vocational  education  of  each  State 
the  moneys  to  which  it  is  entitled  under  the  provisions  of  this  Act. 


42   FEDERAL  BOARD  FOR  VOCATIONAL  EDUCATION 

The  nioncvs  so  received  by  the  custodian  for  vocational  education  for 
any  State  shall  he  paid  out  on  the  requisition  of  the  State  board 
as  reimbursement  for  exi)enditures  already  incurred  to  such  schools 
as  arc  ai)i)roved  liy  said  State  board,  and  are  entitled  to  receive  such 
moneys  under  the  provisions  of  this  Act. 
*     *     *     * 

Sec.  i8.  That  the  Federal  Board  for  Vocational  Education  shall 
make  an  annual  report  to  Congress,  on  or  before  December  first,  on 
the  administration  of  this  Act  and  shall  include  in  such  report  the 
reports  made  by  the  State  boards  on  the  administration  of  this  Act 
by  each  State  and  the  expenditure  of  the  money  allotted  to  each 
State 

1920 — Act  of  June  2,  1920  (41  Stat.  L.,  735) — An  Act 
To  provide  for  the  promotion  of  vocational  rehabili- 
tation of  persons  disabled  in  industry  or  otherwise 
and  their  return  to  civ-il  employment. 

[Sec.  i]  .  That  in  order  to  provide  for  the  promotion  of  voca- 
tional rehabilitation  of  persons  disabled  in  industry  or  in  any  legiti- 
mate occupation  and  their  return  to  civil  employment  there  is  hereby 
appropriated  for  the  use  of  the  States,  subject  to  the  provisions  of 
this  Act,  for  the  purpose  of  cooperating  with  them  in  the  main- 
tenance of  vocational  rehabilitation  of  such  disabled  persons,  and  in 
returning  vocationally  rehabilitated  persons  to  civil  employment  for 
the  fiscal  year  ending  June  30,  1921,  the  sum  of  $750,000;  for  the 
fiscal  year  ending  June  30,  1922,  and  thereafter  for  a  period  of  two 
years,  the  sum  of  $1,000,000  annually.  Said  sums  shall  be  allotted 
to  the  States  in  the  proportion  which  their  population  bears  to  the  total 
population  of  the  United  States,  not  including  Territories,  outlying 
possessions,  and  the  District  of  Columbia,  according  to  the  last  pre- 
ceding United  States  census:  Provided,  That  the  .allotment  of  funds 
to  any  State  shall  not  be  less  than  a  minimum  of  $5,000  for  any  fiscal 
year.  And  there  is  hereby  appropriated  the  following  sums,  or  so 
much  thereof  as  may  be  needed,  which  shall  be  used  for  the  purpose 
of  providing  the  minimum  allotment  to  the  States  provided  for  in 
this  section,  for  the  fiscal  year  ending  June  30,  1921,  the  sum  of 
$46,000;  for  the  fiscal  year  ending  June  30,  1922,  and  annually  there- 
after, the  sum  of  $34,000. 

All  moneys  expended  under  the  provisions  of  this  Act  from  ap- 
propriations provided  by  section  i  shall  be  upon  the  condition  (i)  that 
for  each  dollar  of  Federal  money  expended  there  shall  be  expended 
in  the  State  under  the  supervision  and  control  of  the  State  board 
at  least  an  equal  amount  for  the  same  purpose :  Provided,  That  no 
portion  of  the  appropriation  made  by  this  Act  shall  be  used  by  any 
institution  for  handicapped  persons  except  for  the  special  training 
of  such  individuals  entitled  to  the  benefits  of  this  Act  as  shall  be  de- 
termined by  the  Federal  board;  (2)  that  the  State  board  shall  an- 
nually submit  to  the  Federal  board  for  approval  plans  showing  (a) 
the  kinds  of  vocational  rehabilitation  and  schemes  of  placement  for 


LAWS  43 

which  it  is  proposed  the  appropriation  shall  be  used;  (b)  the  plan 
of  administration  and  supervision;  (c)  courses  of  study;  (d)  methods 
of  instruction;  (e)  qualification  of  teachers,  supervisors,  directors, 
and  other  necessary  administrative  officers  or  employees;  (f)  plans 
for  the  training  of  teachers,  supervisors,  and  directors;  (3)  that  the 
State  board  shall  make  an  annual  report  to  the  Federal  board  on  or 
before  September  i  of  each  year  on  the  work  done  in  the  State  and  on 
the  receipts  and  expenditures  of  money  under  the  provisions  of  this 
Act;  (4)  that  no  portion  of  any  moneys  appropriated  by  this  Act  for 
the  benefit  of  the  States  shall  be  applied,  directly  or  indirectly,  to  the 
purchase,  preservation,  erection,  or  repair  of  any  building  or  buildings 
or  equipment,  or  for  the  purchase  or  rental  of  any  lands;  (5)  that  all 
courses  for  vocational  rehabilitation  given  under  the  supervision  and 
control  of  the  State  board  and  all  courses  for  vocational  rehabilita- 
tion maintained  shall  be  available,  under  such  rules  and  regulations 
as  the  Federal  board  shall  prescribe,  to  any  civil  employee  of  the 
United  States  disabled  while  in  the  performance  of  his  duty. 

Sec.  2.  That  for  the  purpose  of  this  Act  the  term  "persons  dis- 
abled" shall  be  construed  to  mean  any  person  who,  by  reason  of  a 
physical  defect  or  infirmity,  whether  congenital  or  acquired  by  acci- 
dent, injury,  or  disease,  is,  or  may  be  expected  to  be  totally  or  par- 
tially incapacitated  for  remunerative  occupation ;  the  term  "rehabilita- 
tion" shall  be  construed  to  mean  the  rendering  of  a  person  disabled 
fit  to  engage  in  a  remunerative  occupation. 

Sec.  3.  That  in  order  to  secure  the  benefits  of  the  appropriations 
provided  by  section  i  any  State  shall,  through  the  legislative  author- 
ity thereof,  (i)  accept  the  provisions  of  this  Act;  (2)  empower  and 
direct  the  board  designated  or  created  as  the  State  board  for  voca- 
tional education  to  cooperate  in  the  administration  of  the  provisions 
of  the  Vocational  Education  Act,  approved  February  23,  1917,  to 
cooperate  as  herein  provided  with  the  Federal  Board  for  Vocational 
Education  in  the  administration  of  the  provisions  of  this  Act;  (3)  in 
those  States  where  a  State  workmen's  compensation  board,  or  other 
State  board,  department,  or  agency  exists,  charged  with  the  admin- 
istration of  the  State  workmen's  compensation  or  liability  laws,  the 
legislature  shall  provide  that  a  plan  of  cooperation  be  formulated 
between  such  State  board,  department,  or  agency^  and  the  State 
board  charged  with  the  administration  of  this  Act,  such  plan  to  be 
effective  when  approved  by  the  governor  of  the  State;  (4)  provide 
for  the  supervision  and  support  of  the  courses  of  vocational  rehabili- 
tation to  be  provided  by  the  State  board  in  carrying  out  the  provisions 
of  this  Act;  (5)  appoint  as  custodian  for  said  appropriations  its 
State  treasurer,  who  shall  receive  and  provide  for  the  proper  custody 
and  disbursement  of  all  money  paid  to  the  State  from  said  appropria- 
tions. In  any  State  the  legislature  of  which  does  not  meet  in  regular 
session  between  the  date  of  the  passage  of  this  Act  and  December  31, 
1920,  if  the  governor  of  that  State  shall  accept  the  provisions  of  this 
Act,  such  State  shall  be  entitled  to  the  benefits  of  this  Act  until  the 
legislature  of  such  State  meets  in  due  course  and  has  been  in  session 
sixty  days. 

Sec.  4.  That  the  Federal  Board  for  Vocational  Education  shall 
have  power  to  cooperate  with  State  boards  in  carrying  out  the  pur- 


44   FEDERAL  BOARD  FOR  VOCATIONAL  EDUCATION 

poses  and  provisions  of  this  Act,  and  is  hereby  authorized  to  make 
and  establish,  such  rules  and  regulations  as  may  be  necessary  or  ap- 
propriate to  carry  into  effect  the  provisions  of  this  Act;  to  provide 
for  the  vocational  rehabilitation  of  disabled  persons  and  their  return 
to  civil  employment  and  to  cooperate,  for  the  purpose  of  carrying 
out  the  provisions  of  this  Act,  with  such  public  and  private  agencies 
as  it  mav  deem  advisable.  It  shall  be  the  duty  of  said  board  (i)  to 
examine' plans  submitted  by  the  State  boards  and  approve  the  same 
if  believed  to  be  feasible  and  found  to  be  in  conformity  with  the 
provisions  and  puri)Oses  of  this  Act;  (2)  to  ascertain  annually 
whether  the  several  States  are  using  or  are  prepared  to  use  the  money 
received  by  them  in  accordance  with  the  provisions  of  this  Act;  (3)  to 
certify  on'or  before  the  ist  day  of  January  of  each  year  to  the  Secre- 
tary of  the  Treasury  each  State  which  has  accepted  the  provisions 
of  this  Act  and  complied  therewith,  together  with  the  amount  which 
each  is  entitled  to  receive  under  the  provisions  of  this  Act;  (4)  to 
deduct  from  the  next  succeeding  allotment  to  any  State  whenever 
any  portion  of  the  fund  annually  allotted  has  not  been  expended  for 
the  purpose  provided  for  in  this  Act  a  sum  equal  to  such  unexpended 
portion;  (5)  to  withhold  the  allotment  of  moneys  to  any  State  when- 
ever it  shall  be  determined  that  moneys  allotted  are  not  being  ex- 
pended for  the  purposes  and  conditions  of  this  Act;  (6)  to  require  the 
replacement  by  withholding  subsequent  allotments  of  any  portion  of 
the  moneys  received  by  the  custodian  of  any  State  under  this  Act 
that  any  action  or  contingency  is  diminished  or  lost:  Provided, 
That  if  any  allotment  is  withheld  from  any  State,  the  State  board  of 
such  5ytate  may  appeal  to  the  Congress  of  the  United  States,  and  if 
the  Congress  shall  not,  within  one  year  from  the  time  of  said  appeal, 
direct  such  sum  to  be  paid,  it  shall  be  covered  into  the  Treasury. 

Sec.  ^.  That  the  Secretary  of  the  Treasury,  upon  the  certification 
of  the  Federal  board  as  provided  in  this  Act,  shall  pay  quarterly  to 
the  custodian  of  each  State  appointed  as  herein  provided  the  moneys 
to  which  it  is  entitled  under  the  provisions  of  this  Act.  The  money 
so  received  by  the  custodian  for  any  State  shall  be  paid  out  on  the 
requisition  of  the  State  board  as  reimbursement  for  services  already 
rendered  or  expenditures  already  incurred  and  approved  by  said 
State  board.  The  Federal  Board  for  Vocational  Education  shall 
make  an  annual  report  to  the  Congress  on  or  before  December  i  on  the 
administration  of  this  Act  and  shall  include  in  such  report  the  reports 
made  by  the  State  boards  on  the  administration  of  this  Act  by  each 
State  and  the  expenditure  of  the  money  allotted  to  each  State. 

Sec.  6.  That  there  is  hereby  appropriated  to  the  Federal  Board 
for  Vocational  Education  the  sum  of  $75,000  annually  for  a  period 
of  four  years  for  the  purpose  of  making  studies,  investigations,  and 
reports  regarding  the  vocational  rehabilitation  of  disabled  persons  and 
their  placements  in  suitable  or  gainful  occupations,  and  for  the  ad- 
ministrative expenses  of  said  board  incident  to  performing  the 
duties  impose<l  by  this  Act,  including  salaries  of  such  assistants, 
experts,  clerks,  and  other  employees,  in  the  District  of  Columbia  or 
elsewhere  as  the  board  may  deem  necessary,  actual  traveling  and 
other  necessary  expenses  incurred  by  the  members  of  the  board  and 
by  its  employees  under  itg  orders,  including  attendance  at  meetings 


LAWS  45 

of  educational  associations  and  other  organizations,  rent  and  equip- 
ment of  offices  in  the  District  of  Columbia,  and  elsewhere,  purchase 
of  books  of  reference,  law  books,  and  periodicals,  stationery,  type- 
writers and  exchange  thereof,  miscellaneous  supplies,  postage  on 
foreign  mail,  printing  and  binding  to  be  done  at  the  Government 
Printing  Office,  and  all  other  necessary  expenses. 

A  full  report  of  all  expenses  under  this  section,  including  names 
of  all  employees  and  salaries  paid  them,  traveling  expenses  and  other 
expenses  incurred  by  each  and  every  employee  and  by  members  of 
the  board,  shall  be  submitted  annually  to  Congress  by  the  board. 

No  salaries  shall  paid  out  of  the  fund  provided  in  this  section  in 
excess  of  the  following  amounts :  At  the  rate  of  $5,000  per  annum,  to 
not  more  than  one  person ;  at  the  rate  of  $4,000  per  annum  each,  to  not 
more  than  four  persons ;  at  the  rate  of  $3,500  per  annum  each,  to  not 
more  than  five  persons;  and  no  other  employee  shall  receive  com- 
pensation at  a  rate  in  excess  of  $2,500  per  annum:  Provided,  That 
no  person  receiving  compensation  at  less  than  $3,500  per  annum  shall 
receive  in  excess  of  the  amount  of  compensation  paid  in  the  regular 
departments  of  the  Government  for  like  or  similar  services. 

Sec.  7.  That  the  Federal  Board  for  Vocational  Education  is  hereby 
authorized  and  empowered  to  receive  such  gifts  and  donations  from 
either  public  or  private  sources  as  may  be  offered  unconditionally. 
All  moneys  received  as  gifts  or  donations  shall  be  paid  into  the 
Treasury  of  the  United  States,  and  shall  constitute  a  permanent  fund, 
to  be  called  the  "Special  fund  for  vocational  rehabilitation  of  disabled 
persons,"  to  be  used  under  the  direction  of  the  said  board  to  defray 
the  expenses  of  providing  and  maintaining  courses  of  vocational 
rehabilitation  in  special  cases,  including  the  payment  of  necessary 
expenses  of  persons  undergoing  training.  A  full  report  of  all  gifts 
and  donations  offered  and  accepted,  together  with  the  names  of  the 
donors  and  the  respective  amounts  contributed  by  each,  and  all  dis- 
bursements therefrom  shall  be  submitted  annually  to  Congress  by  said 
board:  Provided,  That  no  discrimination  shall  bemade  or  permitted 
for  or  against  any  person  or  persons  who  are  entitled  to  the  benefits 
of  this  Act  because  of  membership  or  nonmembership  in  any  indus- 
trial, fraternal,  or  private  organization  of  any  kind  under  a  penalty 
of  $200  for  every  violation  thereof. 


APPENDIX  5 

FINANJCIAL  STATEMENT 
Explanatory  note 

Statements  showing  appropriations,  receipts,  expenditures 
and  other  financial  data  for  a  series  of  years  constitute  the 
most  effective  single  means  of  exhibiting  the  growth  and  de- 
velopment of  a  service.  Due  to  the  fact  that  Congress  has 
adopted  no  uniform  plan  of  appropriation  for  the  sev- 
eral services  and  that  the  latter  employ  no  uniform  plan 
in  respect  to  the  recording  and  reporting  of  their  receipts 
and  expenditures,  it  is  impossible  to  present  data  of 
this  character  according  to  any  standard  scheme  of  presenta- 
tion. In  the  case  of  some  services  the  administrative 
reports  contain  tables  showing  financial  conditions  and 
operations  of  the  service  in  considerable  detail ;  in  other  finan- 
cial data  are  almost  wholly  lacking.  Careful  study  has  in  all 
cases  been  made  of  such  data  as  are  available,  and  the  effort 
has  been  made  to  present  the  results  in  such  a  form  as  will 
exhibit  the  financial  operations  of  the  services  in  the  most 
effective  way  that  circumstances  permit. 

The  appropriations  to  the  Federal  Board  for  Vocational 
Education  for  cooperative  vocational  education  in  agriculture, 
home  economics  and  industr}%  and  for  the  training  of  teachers 
were  included  in  the  act  of  February  23,  191 7  (39  Stat.  L., 
929).  The  act  specified  the  amounts  to  be  available  for  the 
fiscal  years  1918  to  1926,  inclusive,  and  for  an  indefinite  period, 
annually  thereafter.  The  appropriations  for  the  work  in 
civilian  vocational  rehabilitation  for  the  fiscal  years  192 1  to 
1924,  inclusive,  were  included  in  the  act  of  June  2,  1920  (40 
Stat.  L.,  735).  The  expenditures  in  the  following  statement 
are  figured  on  the  cash  basis  and  represent,  therefore,  the 
amounts  expended  out  of  specific  appropriations  during  the 
current  fiscal  years  only. 

46 


FEDERAL  BOARD  FOR  VOCATIONAL  EDUCATION        47 


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APPENDIX  6 

BIBLIOGRAPHY  ' 

FEDERAL  BOARD  FOR  VOCATIONAL 
EDUCATION 

Explanatory  Note 

The  l)il)Iiographies  appended  to  the  several  monographs  aim 
to  list  only  those  works  which  deal  directly  with  the  service 
to  which  they  relate,  their  history,  activities,  organization, 
methods  of  business,  problems,  etc.  They  are  intended 
primarilv  to  meet  the  needs  of  those  persons  who  desire  to 
make  a  further  study  of  the  services  from  an  administrative 
standpoint.  They  thus  do  not  include  the  titles  of  publications 
of  the  services  themselves,  except  in  so  far  as  they  treat  of 
the  services,  their  work  and  problems.  Nor  do  they  include 
books  or  articles  dealing  merely  with  technical  features  other 
than  administrative  of  the  work  of  the  services.  In  a  few 
cases  explanatory  notes  have  been  appended  where  it  was 
thought  they  would  aid  in  making  known  the  character  of 
value  of  the  publication  to  which  they  relate. 

After  the  completion  of  the  series  the  bibliographies  may  be 
assembled  and  separately  published  as  a  bibliography  of  the 
Administrative  Branch  of  the  National  Government. 

Bibliographies  on  Vocational  Education 

Andrews,  Benjamin  R.  List  of  references  on  education  for 
the  home.  (In  his  Education  for  the  home.  Washington, 
191 5.  Pt.  4,  p.  5-41.  U.  S.  Bureau  of  education.  Bul- 
letin, 19 1 4,  no.  39.     Whole  no.  613) 

1  Compiled  by  M.  Alice  Matthews. 

4B 


BIBLIOGRAPHY  49 

Brewer,  John  M.  and  Kelly,  R.  W.  A  selected  critical  bibli- 
ography of  vocational  guidance.  Cambridge,  Mass.,  Pub- 
lished by  Harvard  university,  ''1917.     76  p. 

Brooklyn.  Public  library.  Choosing  an  occupation ;  a  list 
of  books  and  references  on  vocational  choice,  guidance  and 
training,  in  the  Brooklyn  public  library.  Brooklyn,  N.  Y., 
The  Brooklyn  public  library,  19 13.     63  p. 

Kansas  City,  Mo.  Public  library.  A  reading  list  on  voca- 
tional education.  Kansas  City,  Mo.,  Kansas  City  public 
library,  191 5.     44  p.  (Special  library  list.  no.  10) 

Lapp,  John  A.  and  Mote,  C.  H.     Bibliography  [of  vocational 
education]      {In    their    Learning    to    earn.     Indianapolis, 
1915.     p.  381-9) 

Leake,  Albert  H.  Bibliography.  (In  his  Vocational  education 
of  girls  and  women.  .   .  .  New  York,    191 8.     p.  405-20) 

Myers,  George  E.  Bibliography  of  surveys  bearing  on  voca- 
tional education.  Manual  training  magazine,  Jan.  191 6, 
v.   17:  372-6. 

New  York  (State)  University.  Division  of  agricultural  and 
industrial  education.  A  list  of  helpful  publications  con- 
cerning vocational  instruction,  prepared  by  Lewis  A.  Wil- 
son .  .  ,  Albany,  The  University  of  the  state  of  New  York, 
1915.  52  p.  (University  of  the  state  of  New  York  bul- 
letin, no.  600) 

Philadelphia.  Board  of  public  education.  Pedagogical  li- 
brary. A  working  library  on  vocational  guidance,  with 
some  additional  titles  on  vocational  education.  [Philadel- 
phia, Philadelphia  trades  school,  1913]  12  p.  (Library 
bulletin  no.  2) 

Richards,  C.  R.  Selected  bibliography  on  industrial  educa- 
tion. [New  York]  1907.  (National  society  for  the  pro- 
motion of  industrial  education.     Bulletin,  no.  2) 

Robison,  Emily.  Bibliography  of  vocational  education  (In 
her  Vocational  education  and  guidance  of  youth.  White 
Plains,  N.  Y.,  1917.     p.  57-66) 

U.   S.  Bureau  of  Education.     Bibliography  of  education  in 


50   FEDERAL  BOARD  FOR  VOCATIONAL  EDUCATION 

agriculture  and  home  economics.     Washington,  Govt,  print, 
off.,   i()\^.     ^2  p.    {Its  Bulletin,   1912,  n.   10.     Whole  no. 

481) 

Bibliography  of  industrial,  vocational,  and  trade 


education.  Washington,  Govt,  print,  off.,  191 3.  9^  P- 
{Its)  Bulletin,  191 3,  no.  22.  Whole  no.  532) 

Library.  List  of  references  on  vocational  edu- 
cation.     [Washington,  1914]     7  P- 

List  of  references  on  vocational  education. 


[Washington.   1919I      16  p.      (Library  leaflet  no.   7) 
federal  hoard  for  vocational  education     Bibliography 

Washington,   192 1.     35  p.      (Bulletin  no.  66.     Trade  and 

Industrial  series,  no.  19) 

on    vocational    guidance,    a   selected    list  .  .  .  June,    192 1. 
Publications  of  the  Federal  board  for  vocational 

education.     Feb.     19 19.     Washington,    Govt,    print,    off., 

19 1 9.     23  p.     Continued  by  mimeographed  lists. 

Vocational   education   in  books   and  periodicals. 


Vocational  summary,  1920,  v.  2:  226-7;  v-  3:  15-16,  95-96- 
Weeks,  Ruth  M.     Bibliography  on  elementary  vocational  edu- 
cation.    {In    her    The    people's    school.     Boston,     191 2. 
p.   195-202) 

Official  Publications 

IMassachusetts.  Board  of  education.  Information  relating 
to  the  establishment  and  administration  of  state  aided  voca- 
tional schools.  Boston,  Wright  and  Potter,  1916.  65  p. 
{Its  Bulletin  1916,  no.  22) 

Myers.  George  E.  Problems  of  vocational  education  in  Ger- 
many with  special  application  to  conditions  in  the  United 
States.  Washington,  Govt,  print  off.,  191 5.  4^  P- 
(U.  S.  Bureau  of  education.  Bulletin,  191 5,  no.  33. 
Whole  no.  660) 

Page,  Carroll  S.  Vocational  education.  Speech  of  Hon.  Car- 
roll S.  Page,  delivered  in  the  Senate  of  the  United  States, 
June  5,  1912,  on  Senate  bill  3,  to  cooperate  with  the  states 


BIBLIOGRAPHY  51 

in  encouraging  instruction  in  agriculture,  the  trades  and  in- 
dustries, and  home  economics  .  .  .  Washington,  Govt,  print, 
off.,  1912.  134  p.  ([U.  S.]  626.  Cong.,  2d  sess.  Senate. 
Doc.  845)  Serial  6178 

Prosser,  Charles  A.  Progress  in  vocational  education.  (In 
U.  S.  Bureau  of  education.  Report,  19 12.  Washington, 
1913.     V.  I  :  2S1-97) 

[Some  mention  of  the  Page  and  Lever  bills  to  provide  federal 
aid  for  vocational  education] 

U.  S.  Bureau  of  education.  Agricultural  and  mechanical  col- 
leges, 1870 — (In  its  Reports,  1870 —     Washington,  1871 — 

Digest  of  laws  of  states  that  provide  state  aid 

for  a  more  or  less  state-wide  system  of  vocational  education. 
(In  its  Bulletin,  19 16,  no.  21,  p.   157-9) 

Industrial   education    in   the    United    States.     A 


special  report  prepared  by  the  U.  S.  Bureau  of  education. 
Washington,  Govt,  print,  off.,  1883.  319  p.  (47th  Cong., 
2d  sess.  Senate.  Ex.  doc.  no.  25)  Serial  2075 
Report  of  the  commissiotier  of  education.  Wash- 
ington, 1868 — 

[Reports  for  recent  years  contain  chapters  on  "Progress  in  indus- 
trial (vocational)  education"] 

Statistics  of  certain  manual  training,  agricultural, 


and  industrial  schools,  1913-1914.  Washington,  Govt, 
print,  off.,  1915.  79  p.  (U.  S.  Bureau  of  education.  Bul- 
letin, 1915,  no.  19.     Whole  no.  644) 

—  Bureau  of  labor.  Industrial  education  .  .  .  Wash- 
ington, Govt,  print,  off.,  191 1.  822  p.  (Annual  report  of 
the  commissioner  of  labor.     25th,  19 10) 

61  St  Cong.,  3d  sess.     House.     Doc.   1505.     Serial  6037 
Prepared  under  the  supervision  of  Charles  H.  Winslow 
and  Jesse  C.  Bo  wen. 

"Selected  bibhography  on  industrial  education":  p.  519- 

539- 

—  Bureau  of  labor  statistics.     Federal  aid  for  the  pro- 


52   FEDERAL  BOARD  FOR  VOCATIONAL  EDUCATION 

motion  of  vocational  education.      {In  its  Monthly  review, 
April,  1917,  V.  4:  581-3) 
I  E'.rief  review  of  the  provisions  of  the  act  of  Feb.  23,  1917] 
Work  of  the  Federal  board  for  vocational  educa- 
tion,    tables.     (In  its  Monthly  labor  reviev^,  Jan.  1919,     v. 

8:77-85) 
Co)ii}}iission   on  tiaiional  aid  to  vocational  education. 


Vocational  education.  Report  .  .  .  together  with  the  Hear- 
ings held  on  the  subject,  made  pursuant  to  the  provisions  of 
Public  resolution  no.  16,  Sixty-third  Congress  (S.  J.  res.  5) 
.  .  .  Washington,  Govt,  print,  off.,  1914.  2  v.  (63d 
Cong.,  2d  sess.  House.  Doc.  T004)  Serial  6746 

[The  Report  considered  the  need  for  vocational  education,  of 
national  grants  to  the  states,  the  kinds  of  vocational  education  for 
which  national  grants  should  be  given,  aid  to  vocational  education 
through  federal  agencies,  extent  to  which  national  government 
should  aid,  and  conditions  under  which  grants  should  be  given. 
The  hearings  contain  testimony  of  cabinet  officers,  heads  of 
bureaus,  individuals  and  national  organizations,  and  statements  sub- 
mitted by  letter  from  prominent  educators] 

The  Vocational  educational  bill   (Smith-Hughes 


bill)  submitted  to  Congress  by  the  Commission  on  national 
aid  to  vocational  education.  .  .  .  [New  York,  1914?]  20  p. 
Reprinted  and  distributed  by  the  National  society  for  the 
promotion  of  industrial  education. 

—  Congress.  Conference  connnittees,  iCfiG-igiy.  Voca- 
tional education  .  .  .  Conference  report.  To  accompany 
S.  703.  [Submitted  by  Mr.  Hughes.  Washington,  Govt, 
print,  off.,  1917]  up.  (64th  Cong.,  2d  sess.  House. 
Rept.  1495)  Serial  71 10 
Vocational  education  .  .  .  Conference  re- 


port on  the  bill  (S.  703)  to  provide  for  the  promotion  of  vo- 
cational education ;  to  provide  for  cooperation  wnth  the 
states  in  the  promotion  of  such  education  in  agriculture 
and  the  trades  and  industries;  to  provide  for  cooperation 
with  the  states  in  the  preparation  of  teachers  of  vocational 
subjects ;  and  to  appropriate  money  and  regulate  its  expendi- 


BIBLIOGRAPHY  53 

ture.  [Submitted  by  Mr.  Smith,  of  Georgia.  Washing- 
ton, Govt,  print,  off.,  1917]  (64th  Cong.,  26.  sess.  Senate. 
Doc.  711)  Serial  7126 
House.     Committee  on  agriculture.     Vocational 


education.  Hearings  .  .  .  on  H.  R.  23581  [a  bill  to  pro- 
vide for  cooperation  with  the  states  in  promoting  instruc- 
tion, etc.,  introduced  by  Hon.  William  B.  Wilson]  April 
23,  24,  25,  and  26,  19 1 2.  Washington,  Govt,  print,  off., 
1912.     152  p. 

[Statements  of  C.  A.  Prosser,  Arthur  E.  Holder  and  others] 

Committee  on  appropriations.     Sundry  civil  bill, 

1920 — Hearings  before  the  subcommittee  in  charge  of 
Sundry  civil  appropriation  bill  for  1920,  65th  Congress,  3d 
session.  Washington,  Govt,  print,  off.,  1919.  2v.  "Fed- 
eral board  for  vocational  education,"  p.  1219-52. 

[For  hearings  on  the  Federal  board  for  other  years,  consult 
similar  volumes  of  Hearings  on  Sundry  civil  bills] 

Committee  on  education.     Cooperative  system  of 


education — Vocational  education.  Hearings  .  .  .  State- 
ment of  Mr.  Herman  Schneider,  dean  of  the  College  of 
engineering  of  the  University  of  Cincinnati.  January  25, 
1914.     Washington,  Govt,  print,  off.,   1914.     16  p. 

[Mr.  Schneider  was  of  the  opinion  that  the  "government  could  very 
properly  give  aid  to  communities"] 


Charges  against  the  Federal  board  for  vo- 
cational education.     Hearings  and   report  .  .  .  66th  Con- 
gress,   2d    sess.     March    2-May    15,    1920.     Washington, 
Govt,  print,  off.,  1920.     2  v.     2165  p. 
Extending  use  of   special   fund   for  voca- 


tional education.  Hearing  on  S.  5038,  65th  Congress,  3d 
session.  Jan.  24,  1919.  Washington,  Govt,  print,  off., 
1919.     10  p. 

Extension  of  vocational  rehabilitation,  hear- 
ing on  H.  R.  15853,  to  amend  act  for  vocational  rehabilita- 
tion and  return  to  civil  employment  of  disabled  persons  dis- 


54      FEDERAL  BOARD  FOR  VOCATIONAL  EDUCATION 

charged  from  military  or  naval  forces  of  the  United  States 
.  .  .     as  amended.     Feb.  8,  192 1.     Washington,  Govt,  print, 
off.,  19JI.  i6p. 
Extension     of     vocational     rehabilitation. 

Feb.    25,    1921.     Report    [to    accompany    H.    .R.    15853] 

Washington,  Govt,  print,  off.,   1921.     4  p.      (66th  Cong., 

3d  sess.  House.  Rept.  1374) 
Industrial    vocational    rehabilitation.     Re- 


port to  accompany  II,  R.  4438.     Washington,  Govt,  print, 
off.,  1919.     3  p.     (66th  Cong.,  ist  sess.  House.  Rept.  145.) 

Serial  7595 

National     aid     to     vocational     education. 

Hearings  .  .  .  Sixty-third  Congress,  first  session,  on  S.  J. 
res.  5.     Statements  of  Hon.  Hoke  Smith,  of  Georgia,  and 
Hon.  Carroll  S.  Page,  of  Vermont.     July  23,  19 13.     Wash- 
ington, Govt,  print,  off.,  1913.      13  p. 
Promotion     of     vocational     rehabilitation. 


Hearing  on  H.  R.  12880  .  .  .  65th  Congress,  3d  session, 
Jan.  21,  1919.     Washington,  Govt,  print,  off.,  1919.     8  p. 

Promotion  of  vocational  rehabilitation  [of 

persons  disabled  in  industry]  Feb.  13,  1919.  Report  [to 
accompany  H.  R.  12880]  [Washington,  Govt,  print,  off., 
1919]   4p.     (65th  Cong.,  3d  sess.     House.     Rep"-.    1064) 

Serial  7455 
Rehabilitation   of    disabled    soldiers.     Re- 


port [to  accompany  H.  Res.  495]  June  4,  1920.  Wash- 
ington, 1920.  p.  2161-65.  (66th  Cong.,  2d  sess.  House. 
Rept.   1 1 04) 

Vocational  education  .  .  .  Report.  To  ac- 
company H.  R.  1 1250.  [Submitted  by  Mr.  Hughes. 
Washington,  Govt,  print,  off.,  19 16]  12  p.  (64th  Cong., 
1st  sess.  House.  Rept.  181)  Serial  6903 
—  Vocational   rehabilitation  act  amendment. 


Report  to  accompany  H.  R.  5225.  Washington,  Govt, 
print,  off.,  1919.  3  p.  (66th  Cong.,  ist  sess.  House. 
Rept.  31)  Serial  7592 


BIBLIOGRAPHY  55 

Vocational  rehabilitation  of  returned  sol- 
diers and  sailors  of  the  United  States.  May  23,  19 18.  Re- 
port [to  accompany  H.  R.  122 12]  Washington,  Govt, 
print,  off.,  1918.  12  p.  (65th  Cong.,  2d  sess.  House. 
.Rept.  597)  Serial  7308 
Coiiuiiittce  on  rules.  Appointment  of  a  commit- 
tee for  investigation  of  the  Federal  board  for  vocational 
education.  Hearings  .  .  .  66th  Congress,  ist  session,  on 
H.  J.  Res.  124.     Washington,  Govt,  print,  off.,  1919.     44  P- 

Senate.     Coinmittee  on  agriculture  and  forestry. 

Hearings  on  the  bill  [S.  3392]  to  provide  for  the  advance- 
ment of  instruction  in  agriculture,  manual  training,  and 
home  economics  in  the  state  normal  schools  of  the  United 
States  .  .  .  [Feb.  26,  1908]  [Washington,  Govt,  print, 
off.,  1908]      17  p. 

[Statements  of  members  of  a  committee  from  the  National  educa- 
tion association] 

Vocational  education.    Hearings  .   .  .  April 

12  and  13,  1 910  on  the  bill  (S.  4675)  to  cooperate  with  the 
states  in  encouraging  instruction  in  agriculture,  the  trades 
and  industries,  and  home  economics  in  secondary  schools; 
in  preparing  teachers  for  those  vocational  subjects  in  state 
normal  schools;  and  to  appropriate  money  therefor  and  to 
regulate  its  expenditure.  Washington,  Govt,  print,  off., 
1911.     81  p. 

Vocational  education.     Report  of  the  Com- 


mittee ...  on  Senate  bill  3  •  •  •  [Submitted  by  Mr. 
Page]  Washington,  Govt,  print,  off.,  191 2.  75  p.  [62d 
Cong.,  2d  sess.  Senate.  Rept.  465]  Serial  6120 

[A  bill  to  cooperate  with  the  states  in  encouraging  instruction  in 
agriculture,  the  trades  and  industries,  and  home  economics  in 
secondary  schools;  in  maintaining  instruction  in  these  vocational 
subjects  in  state  normal  schools;  in  maintaining  extension  depart- 
ments in  state  colleges  or  agriculture  and  mechanic  arts;  and  to 
appropriate  money  and  regulate  its  expenditure] 

Vocational  education.     Report  of  the  sub- 


56   FEDERAL  BOARD  FOR  VOCATIONAL  EDUCATION 

omiiiiiitcc  .  .  .  Sixty-second  Congress,  on  Senate  bill  3 
.  .  .  [Submitted  by  Mr.  Page]  Washington,  Govt,  print, 
off.,   191J.     71  p. 

[Excerpts  from  letters  from  educators  in  every  section  of  the 
Union  regarding  the  hill,  nearly  all  of  which  were  favorable] 

Cuniniittcc  on  education  and  labor.     Vocational 


education  .  .  .  Report.  To  accompany  S.  703.  [Submit- 
ted 1)y  Mr.  Smith  of  Georgia]  [Washington,  Govt,  print, 
oil..  19 1 6]     2  p.     (64th  Cong.,  1st  sess.  Senate.  Rept.  97) 

Serial  6897 
Vocational  education  .  .  .  Report  [to  ac- 
company S.  4922]  Washington,  Govt,  print,  off.,  1919. 
4  p.  (65th  Cong.,  3d  sess.  Senate.  Rept.  630)  Serial  7452 
Vocational      rehabilitation.     Hearing  .   .  . 


66th  Congress,   ist  session,  on  S.   12 13  .  .  .  Washington, 
Govt,  print,  off.,  19 19.     28  p. 

Vocational   rehabilitation.     June   2,    19 19. 


.Report  [to  accompany  S.  12 13]  Washington,  19 19.  4  p. 
(66th  Cong.,  1st  sess.     Senate.     Rept.  2)  Serial  7590 

Vocational  rehabilitation.  Report  to  ac- 
company S.  1439.  Washington,  Govt,  print,  off.,  1921. 
5  p.      (67th  Cong.,  1st  sess.     Senate.     Rept.  47) 

Vocational   rehabilitation.     Report   to   ac- 


company  S.   4643.     Washington,    Govt,   print,   off.,    1921. 
6  p.     (66th  Cong.,  3d  sess.     Senate.  Rept.  675) 

Serial  7774 
Vocational    rehabilitation.     Report    to    ac- 


company H.  R.  12266.     Washington,  Govt,  print,  off.,  1920. 
I  p.      (66th  Cong.,  2d  sess.  Senate.  Rept.  571)    Serial  7649 

—  Country  life  commission.  Report  of  the  Country  life 
commission.  .  .  .  Washington,  Govt,  print,  off.,  1909. 
65  p.     (60th  Cong.,  2d  sess.  Senate  Doc.  705)  Serial  5408 

["Lack  of  good  training  for  country  life  in  the  schools"  assigned 
as  one  deficiency  of  country  life] 

—  Federal  hoard  for  vocational  education.     Agricultural 


BIBLIOGRAPHY  57 

education,  organization  and  administration.     March,   1918. 
Washington,  Govt,  print,  off.,  1918.     43  p.      (Its  Bulletin 
no.   13.     Agricultural  series  no.   i) 
Annual  report,     ist,  19 17—  Washington,  Govt. 


print,  off.,   19 1 7 — 
,  Circular    of    information.     Washington,    Govt. 


print,  off.,  19 1 7 — 

Commercial  education,  organization  and  adminis- 


tration.    June,     19 1 9.     Washington,     19 19.     67    p.      (Its 
Bulletin  no.  34.     Commercial  series,  no.  3) 

Federal  board  for  vocational  education.  State- 
ment of  policies.  Washington,  Govt,  print,  off.,  19 17. 
70  p.      (Its  Bulletin  no.  i) 

Home  economics  division.     Organization  and  ad- 
ministration.    Feb.    19 1 9.     Washington,   Govt,   print,   off., 
1919.     64  p.      (Its  Bulletin  no.  28.     Home  series  no.  2) 
Industrial  rehabilitation — a  statement  of  policies 


to  be  observed  in  the  administration  of  the  Industrial  re- 
habilitation act.  Sept.  1920.  Washington,  1920.  48  p. 
(Its  Bulletin  no.  57.     Industrial  rehabilitation  series,  no.  i) 

Industrial  rehabilitation— General  administration 

and  case  procedure.  March,  192 1.  Washington,  D.  C. 
[1921]  52  p.  (/f.y  Bulletin  no.  64.  Industrial  rehabilita- 
tion series,  no.  2) 

Industrial     rehabilitation.     Services    of    advise- 


ment and  cooperation.  Oct.  192 1.  Washington,  Govt, 
print,  off.,  1921.  35  p.  (Its  Bulletin  no.  70.  Industrial 
rehabilitation  series,  no.  3) 

,  Procedure  of  the  Federal  board  in  the  vocational 

rehabilitation  of  disabled  soldiers,  sailors  and  marines, 
1920.      (Rehabilitation  leaflet,  no.  11) 

Supplemental    appropriation    for    vocational    re- 


habilitation .  .  .  letter  from  the  Federal  board  for  voca- 
tional education,  submitting  a  supplemental  estimate  of  ap- 
propriation required  by  the  Board  for  carrying  out  the  pro- 
visions of  the  vocational  rehabilitation  act  .  .  .  Washing- 


58       FEDERAL  BOARD  FOR  VOCATIONAL  EDUCATION 

Urn,  Govt,  print,  off.,  1919-      10  p.      (66th  Cong.,  ist  sess. 
Senate  Doc.   133) 

-Trade  and   industrial  education,   organization   and 


administration.  Oct.  19 18.  Washington,  Govt,  print,  off., 
1918.  125  p.  (/^.y  Bulletin  no.  17.  Trade  and  Industrial 
education  series,  no.  i ) 

Travel   regulations.     Effective  August   i,   1920. 

Washington.  Govt,  print,  off.,  1920.     36  p.      (Misc.  150  B) 
X'ocational  rehabilitation,  a  study  of  the  voca- 


tional rehabilitation  act  as  amended.  Manual  of  procedure 
for  presenting  claims  of  ex-service  men.  April,  1920. 
Washington,  Govt,  print,  off.,  1920.     26  p. 

Vocational  rehabilitation  of  disabled  soldiers  and 


sailors,  a  preliminary  study.  Feb.  19 18.  Washington, 
Govt,  print,  off.,  1918.  112  p.  (Its  Bulletin  no.  5)  Is- 
sued also  as  Senate  Doc.  166,  65th  Congress,  2d  sess. 

Vocational   summary.      [INIonthly]    v.    i,   No.    i, 

May,  191 8. — v.  4,  no.  3,  July  192 1.  Washington,  Govt, 
print,  off.,  4  V. 

Lazvs,  statutes,  etc.     Act  to  provide  for  promotion  of 


vocational  education ;  to  provide  for  cooperation  with  states 
in  promotion  of  such  education  in  agriculture  and  trades  and 
industries ;  to  provide  for  cooperation  with  states  in  prepara- 
tion of  teachers  of  vocational  subjects;  and  to  appropriate 
money  and  regulate  expenditure.  Approved  Feb.  23,  1917. 
(64th  Congress,  Public  Act  347.     Stat.  L.,  39,  929) 

Federal  laws,  regulations  and  rulings  affecting  the 

land  grant  colleges  of  agriculture  and  mechanic  arts. 
Washington,  Govt,  print,  off.,  1916.      19  p. 

Laws   relating  to   vocational   education.     Issued 


by  Document  room,  House  of  representatives.  United  States 
.  .   .  Washington,  Govt,  print,  off.,  192 1.     26  p. 

Includes  Public  no.  95,  63d  Cong.;  Public  no.  347,  64th 
Cong.;  Public  no.  64,  65th  Cong.;  Public  no.  178,  65th 
Cong.;  Public  no.  279,  65th  Cong.;  Public  no.  11,  66th 
Cong. ;  Public  no.  52,  66th  Cong.,  Public  no.  236,  66th  Cong. 


BIBLIOGRAPHY  59 

The  Vocational  rehabilitation  act,  with  amend- 
ments prior  to  March  5,  1921.  An  act  to  provide  for  voca- 
tional rehabilitation  and  return  to  civil  employment  of  dis- 
abled persons  discharged  from  the  military  or  naval  forces 
of  the  United  States  and  for  other  purposes.  Washington, 
Govt,  print,  off.,  1921.  11  p.  (Public  no.  236,  66th  Con- 
gress) 
Unofficial  Publications:    Books  and  Pamphlets 

American  academy  of  political  and  social  science,  Philadelphia. 
Industrial  education.  Philadelphia,  American  academy  of 
political  and  social  science,  1909.  224  p.  (The  Annals, 
vol.  XXXIII,  no.  I) 

American  federation  of  labor.  Committee  on  industrial  edu- 
cation. Industrial  education.  Report  .  .  .  Comp.  and  ed. 
by  Charles  H.  Winslow  .  .  .  [Presented  by  Mr.  Page] 
Washington  [Govt,  print,  off.]  1912.  114  p.  ( [U.  S.] 
62d  Cong.,  2d  sess.     Senate  Doc.  936)  Serial  6179 

["The  Committee  recommends  that  any  technical  education  of  the 
workers  in  trade  and  industry  being  a  pubHc  necessity,  it  should 
not  be  a  private  but  a  pubUc  function,  conducted  by  the  pubHc  and 
the  expense  involved  at  pubUc  cost."  The  American  federation 
of  labor,  in  its  annual  convention,  1912,  commended  the  Page 
bill  then  before  Congress] 

Association  of  American  agricultural  colleges  and  experiment 
stations.  The  Smith-Hughes  act  [discussion]  (In,  Pro- 
ceedings of  31st  annual  meeting,  1917,  p.  79-116) 

Committee    on    instruction    in    agriculture.     Report. 

(In  its  Proceedings,  191 5.     Montpelier,  Vt.,  19 15.     p.  45" 

70) 

[Certain  agricultural  colleges  should  offer  courses  for  the  prep- 
aration of  extension  workers  and  adequate  provision  should  be 
made  for  work  in  rural,  social  and  economic  science] 

Bawden,  William  T.  Vocational  education.  Washington, 
Govt,  print,  off.,  1919.  30  p.  ( [U.  S.]  Bureau  of  educa- 
tion.    Bulletin,  1919,  no.  25) 

Blackmar,  Frank  W.  The  history  of  federal  and  state  aid 
to   higher   education   in   the   United    States.     Washington, 


6o      FEDERAL  BOARD  FOR  \OCATIOXAL  EDUCATION 

Govt,  print,  off..  1890.  343  p.  (Contributions  to  Ameri- 
can educational  history,  ed.  by  H.  B.  Adams,  no.  9) 

Published  also  as  Circular  of  information,   1890,  no.    i, 
U.  S.  Bureau  of  education. 

Camegie  foundation  for  the  advancement  of  teaching.  Bul- 
letin no.  10.  For  full  entry  see  Kendal,  I.  L.  Federal 
aid  for  vocational  education. 

Chamber  of  commerce  of  the  United  States  of  America. 
Committee  on  education.  Report  of  committee.  Voca- 
tional education.  Chamber  of  commerce  of  the  United 
States.      [Washington,  D.  C,  1916]      5  p. 

Davis,  Charles  R.  The  federal  government  and  industrial 
education.  {In  National  society  for  the  promotion  of  in- 
dustrial education.     Bulletin,  no.  9,  1909.     p.  101-12) 

[Explanation  of  bill  which  the  author  has  introduced  into  Congress 
(59th  Congress,  2d  session)  designed  to  encourage  the  several 
states  in  the  establishment  of  industrial  schools.  This  bill,  the 
Davis-Dolliver  bill,  was  an  antecedent  measure  to  the  Page  bill] 

Dean,  Arthur  D.  A  state  policy  of  promoting  industrial 
education.  (In  National  society  for  the  promotion  of  in- 
dustrial education.     Bulletin,  no.  10,  1910.     p.  43-59) 

Dodd,  A.  E.  Vocational  education  and  government  aid. 
{In  National  education  association  of  the  United  States. 
Journal  of  proceedings  and  addresses,  1916.     p.  479-83) 

Douglas,  Paul  H.  American  apprenticeship  and  industrial 
education.  New  York,  Columbia  university,  192 1.  348  p. 
(Studies  in  history,  economics  and  public  law.  v.  95,  no.  2) 
"The  Smith-Hughes  act  of  191 7/'  p.  293-306. 

Elliot,  Edward  C.  Industrial  education,  summary  of  legisla- 
tion concerning  industrial  education  in  public  elementary 
and  secondar)^  schools.  Madison,  Wis.,  1909.  16  p. 
(American  association  for  labor  legislation.  Legislative 
summary,  no.  i ) 

Elliot,  Edward  C.  and  Prosser,  C.  A.  Legislation  upon  in- 
dustrial education  in  the  United  States.     New  York,  19 10. 


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76  p.      (National  society  for  the  promotion  of  industrial 
education.     Bulletin  no.  12) 

Federal  aid  for  vocational  education  [addresses  by  Hon.  Car- 
roll S.  Page,  James  P.  ]\Iunro,  C.  A.  Herrick  and  Hon.  W. 
C.  Redfield]  (In  National  society  for  the  promotion  of  in- 
dustrial education.     Bulletin,  no.   16,   1912.     p.   11 1-36) 

James,  Edmund  J.  The  origin  of  the  Land  grant  act  of 
1862  (the  so-called  Morrill  act)  and  some  account  of  its 
author,  Jonathan  B.  Turner  .  .  .  Urbana-Champaign,  Uni- 
versity press  [^'igio]  139  p.  (University  of  Illinois. 
The  University  studies,  vol.  IV,  no.  i) 

Kendel,  I.  L.  Federal  aid  for  vocational  education.  A  re- 
port to  the  Carnegie  foundation  for  the  advancement  of 
teaching.  New  York  [1917]  127  p.  (Carnegie  founda- 
tion for  the  advancement  of  teaching.     Bulletin  no.  10) 

Contents :  Pt.  I.  The  legislative  histor}^  of  federal  aid 
for  vocational  education.  Pt.  II.  Constitutional  and  edu- 
cational precedents.  Pt.  III.  Subsequent  developments  of 
the  Morrill  act. 

King,  Millard  B.  The  ways  in  which  the  state  shall  super- 
vise state-aided  vocational  schools.  (In  National  society 
for  the  promotion  of  industrial  education.  Bulletin,  no. 
16,  1912.     p.  23-7) 

Lapp,  John  A.  National  aid  for  vocational  education.  (In 
National  education  association  of  the  United  States.  Jour- 
nal of  proceedings  and  addresses,   1915.     p.  322-31) 

Lapp,  John  A.  and  Mote,  C.  A.     Learning  to  earn ;  a  plea  and 

a    plan    for    vocational    education  .  .  .  Indianapolis,    The 

Bobbs-Merrill  company  ["1915]     421  p. 

"Organizations     interested     in     vocational     training'" :     p. 

[39i]-394- 

[Emphasis  on  need   of  national  aid  to   the   states   in  vocational 
education] 

McGinnes,  L.  E.  The  amount  and  character  of  state  aid  for 
vocational  schools.  (In  National  society  for  the  promotion 
of  industrial  education.     Bulletin,  no.  16,  191 2.     p.  TQ-22) 


62   FEDERAL  BOARD  FOR  VOCATIONAL  EDUCATION 

Miles,  H.  E.  Cooperative  and  representative  administration 
of  vocational  education  .  .  .  19 17.  [4]p-  Presented 
National  education  association,  Division  of  Superintendence, 
Kansas  City,  Mo.,  Marcli  i,   19 17. 

Federal      aid      to      \  ocational      education      in      your 

state.     Racine,  Wis.,  1917.     18  p. 

Presented  to  National  Educational  Association,  Division 
of  superintendence,  Kansas  City,  Mo.,  March  i,  1917. 
National  association  of  corporation  schools.     Annual  conven- 
tion.    Papers,     reports     and     discussions.      1st —     19^3 — 
[New  York,]   19 14 — 

Bulletin,   i — March  1914 —     New  York,   1914 — 

National  association  of  manufacturers  of  the  United  States  of 

America.  Committee  on  Industrial  education.  Industrial 
education;  report  of  the  committee  ...  at  the  i8th  annual 
convention  .  .  .  Detroit,  19 13.     New  York,  191 3.     29  p. 

This  report  was  published  as  Bulletin  no.  34  of  the  As- 
sociation. It  may  also  be  found,  together  with  later  reports, 
in  the  Proceedings  of  the  association, 

[The  Association,  in  its  1912  meeting-,  pledged  its  support  to  cer- 
tain principles  of  educational  betterment  which  included  "thorough- 
going systems  of  industrial  education"] 

National  education  association  of  the  United  States.  Jour- 
nal of  proceedings  and  addresses  of  the  .  .  .  annual  meet- 
ing .  .  .  Albany,  N.  Y.   1858— 

[Many  papers  on  industrial  and  vocational  education  and  need 
of  federal  aid  are  to  be  found  in  these  proceedings] 

National  education  association  of  the  United  States.  Dept. 
of  vocational  education  and  practical  arts.  Committee  on 
vocat'\onal  education  and  vocational  guidance.  Vocational 
secondary  education  .  .  .  Washington,  Govt,  print,  off., 
1916.  163  p.  diagrs.  ( [U.  S.]  Bureau  of  education. 
Bulletin,  1916,  no.  21) 

National  society  for  the  promotion  of  industrial  education. 
Bulletin,  no.  i — [Asbury  Park,  N.  J.,  1907]  — 


BIBLIOGRAPHY  63 

[The  Bulletins  deal  with  various  phases  of  industrial  education 
and  certain  numbers  are  devoted  to  the  proceedings  of  the  annual 
meetings] 

—     Federal    and    state-aided   vocational    education.     New 


York  City,  May,   19 17.     59  p. 

Contents :     The  states  and  the  vocational  education  act. 
State  boards  for  administering  the  vocational  education  act. 
Extent  of  state-aided  vocational  education.     Schools  train- 
ing vocational  teachers. 
—     Industrial  education  .  ,   .  Communication  from  C.  R. 


.Richards,  president  of  the  National  society  for  the  promotion 
of  industrial  education,  transmitting  reports  by  a  commit- 
tee of  the  Society  on  the  subject,  together  with  resolutions 
urging  upon  Congress  an  appropriation  to  enable  the  Depart- 
ment of  education  to  develop  schools  for  industrial  train- 
ing .  .  .  [Washington,  Govt,  print,  off.,  1910]  8  p. 
([U.  S.]  6ist  Cong.,  2d  sess.     Senate  Doc.  516)  Serial  5659 

[Includes  Preliminary  report  of  the  Committee  of  ten,  H.  S.  Prit- 
chett  chairman,  submitted  at  the  second  annual  meeting  of  the 
Society,  Nov.  ig-21,  1908,  and  Final  report,  submitted  at  third  an- 
nual meeting,  Dec.  2-4,  1909] 

—     Problems   of  administering  the  federal  act  for  voca- 


tional education.     New  York,   19 18.     83  p.      (Its  Bulletin, 
no.  96) 
—     Proceedings    of     ist    to    loth    annual    meetings  .  .  . 


igo       wi         IciL        iw        i^^in       a.iiiiMa.j       iiiv-v.  1.1115. 

1908- 19 1 7.  New  York  City,  National  society  for  the  pro- 
motion of  industrial  education,  1908-1917.  (Its  Bulletins 
nos.  I,  5,  6,  9,  10,  13,  16,  18,  20,  22,  24) 

Bulletin  no.   i  contains  Proceedings  of  the  organization 
meeting  in   1907. 

[One  purpose  of  the  National  society  for  the  promotion  of  indus- 
trial education  was  "to  aid  in  bringing  about  national  legislation 
in  favor  of  industrial  education."  Its  Proceedings,  therefore, 
contain  many  arguments  in  favor  of  national  aid] 

—     The  selection  and  training  of  teachers  for  state-aid  in- 


dustrial   schools    for    boys    and    men.     New    York,    19 14. 
112  p.      (Its  Bulletin,  no.   19.     Revised  1917) 


64      FEDERAL  BOARD  FOR  VOCATIONAL  EDUCATION 
Wliat  is  the  Smith-Hughes  bill,  providing  federal  grants 


to  vocational  education,  and  what  must  a  state  do  to  take 
advantage  of  the  federal  vocational  education  law?  New 
York,  National  society  for  the  promotion  of  industrial  edu- 
cation,  1917.     48  p.      {Its  Bulletin,  no.  25,  March,   1917) 

[Includes  tallies  showing  the  federal  funds  available  for  each  state] 

Payne,  A.  F.  Cooperation  between  the  public  and  the  schools 
in  taking  advantage  of  the  Vocational  education  bill.  {In 
National  education  association  of  the  United  States.  Ad- 
dresses and  proceedings,    1919,  v.   57:     437-40) 

Prosser,  Charles  A.  The  evolution  of  the  training  of  the 
worker  in  industry.  {In  National  education  association  of 
the  United  States.  Journal  of  proceedings  and  addresses. 
1915.     p.   296-308) 

Vocational    education    under    the    Smith-Hughes    act. 

{In  National  education  association  of  the  United  States. 
Addresses  and  proceedings,  1918,  v.  56:     266-68) 

Seerley,  H.  H.  National  aid  to  vocational  education.  {In 
National  education  association  of  the  United  States.  Jour- 
nal  of   proceedings   and  addresses,    1916.     p.    114-9) 

Should  trade  schools  for  youth  above  sixteen  years  of  age  be 
provided  at  public  expense  ?  Remarks  by  James  P.  Munro, 
addresses  in  the  affirmative  by  C.  G.  Pearse  and  James 
Wilson,  address  in  the  negative  by  George  M.  Forbes  [and 
discussion]  {In  National  society  for  the  promotion  of 
industrial    education.     Bulletin,    no.     15,     1912.     p.    201- 

Smith,    E.   A.     Practical   education   under    federal    guidance. 

(In  National  education  association  of  the  United  States. 

Addresses  and  proceedings.   1918.     v.  56:     77-79) 
Smith,  Harry   B.     Establishing  industrial   schools  .  .  .  with 

an  introduction  by  Charles  A.   Prosser  .   .  .  Boston,  New 

York,    [etc.]    Houghton  Mifflin  company    [''1916]      166  p. 

(Riverside  educational  monographs). 
Snedden,  David.     Report  of  committee  on  national  legislation. 


BIBLIOGRAPHY  65 

{In  National  society  for  the  promotion  of  industrial  edu- 
cation.    Bulletin,   no.    15,    1912.     p.    126-34) 

[•'The  Committee  feels  that  the  Page  bill  does  not  go  far  enough 
in  providing  a  guarantee  of  efficient  administration  of  the  funds 
the  national  government  may  grant"] 

Swift,  Fletcher  H.     A  history  of  public  permanent  common 
school   funds   in  the   United   States,    1 795-1905   .  .  .  New 
York,  H.  Holt  and  company,  191 1.     493  p, 
Bibliography:  p.  457-468. 

Taylor,  Joseph  S.  A  handbook  of  vocational  education.  ,  .  . 
New  York,  The  Macmillan  company,  1914.     225  p. 

Bibliography:   p.    180-182;     "National  aid,"   p.    169-70. 

The  training  of  teachers  for  vocational  education  [papers  and 
discussion]  (In  National  society  for  the  promotion  of  in- 
dustrial education.     Bulletin,  no.    16,    1912,   p.   39-110) 

Periodical  Articles 

Appropriations  for  vocational  education.  Vision  (Washing- 
ton, D.  C),  April,  1917,  v.  3:     6-16. 

[Text  of  the  act  of  Feb.  23,  1917] 

Bawden,  W.  T.  Administration  of  state  aid  for  vocational 
education.     Vocational  education,  IVEar.  19 14,  v.  3  :     287-94. 

[Problems  of  organization  and  administration  to  be  worked  out 
by  the  state  and  federal  governments] 

Conference  on  vocational  education.  Journal  of  edu- 
cation, Feb.    19,   1914,   V.  79:     203-5. 

[Reference  to  the  National  society  for  the  promotion  of  industrial 
education  and  its  campaign  for  a  Commission  on  national  aid 
to  vocational  education] 

The  Federal  board  for  vocational  education.     IManual 


training  magazine,   Sept.    1917,  v.    19:     1-4 

traits  of  members  of  the  Board,  notes  conct 
id  meetings  of  the  Board,  and  plan  of  organi 

Some   needed   developments    in   vocational   education. 


[Portraits  of  members  of  the  Board,  notes  concerning  first  and 
second  meetings  of  the  Board,  and  plan  of  organization] 


66   FEDERAL  BOARD  FOR  VOCATIONAL  EDUCATION 

Manual  training  magazine,  March  8,   1917,  v,   18:     273-8. 
Cliency,  Howell.     A  peg  on  which  to  hang  industrial  efficiency. 
Nation's  business,  Feb.  19 17,  v.  5,  no.  2,  p.  24-25. 

[This  article  embodies  a  review  of  seven  months'  consideration  by 
the  Committee  on  vocational  education  of  the  Chamber  of  Com- 
merce of  the  United  States  of  the  question  of  vocational  education 
as  a  national  function] 

Conference  on  industrial  rehabilitation,  vocational  education, 
and  soldier  and  sailor  rehabilitation  [at  Washington,  D.  C, 
Oct.  14-16,  1920.     Vocational  summary,  Nov.  1920,  v.  3: 

97-99- 

Cooperative  agreement  between  the  Department  of  agricul- 
ture, the  Bureau  of  education,  and  the  Federal  board  for 
vocational  education.  School  and  society,  May  25,  1918,  v. 
7:     610-11. 

Dean,  A.  D.  Factors  entering  into  a  state  program  of  voca- 
tional education.  Manual  training  magazine,  Dec.  1916, 
V.  18:     129-34. 

Smith-Hughes  bill  creates  opportunities.     Manual  train- 


ing magazine,  April,   1917,  v.   18:     325-7. 

[National  and  state  programs  for  vocational  education  have  cre- 
ated a  demand  not  only  for  trained  specialists  as  directors  and 
teachers  but  they  have"  placed  new  responsibilities  upon  school 
superintendents  and  principals,  who  must  know  the  educational, 
industrial  and  social  forces  behind  the  movement] 

Dewey,  John.  Learning  to  earn :  the  place  of  vocational  edu- 
cation in  a  comprehensive  scheme  of  public  education. 
School  and  society,  Mar.   24,   1917,  v.   5:     331-5- 

Disabled  soldiers  and  sailors ;  difficulty  of  getting  information 
on  re-education  to  them.  Educational  review,  Nov.  19 19, 
V.    58:     358-60. 

Dodd,  A.  E.  To  fit  millions  for  their  work:  the  Smith- 
Htighes  bill.  Manual  training  magazine,  Dec.  1915,  v.  17: 
251-9. 

[The  author  published  an  article  bearing  the  same  title  in  the 
"Journal  of  education"  for  Dec.  2,  191 5] 


BIBLIOGRAPHY  (^y 

Training  women  to  earn.     Journal  of  home  economics, 

Oct.  1917,  V.  9:     441-6. 

[Address  at  the  Ninth  annual  meeting  of  the  American  home 
economics  association,  calling  attention  to  the  opportunities  for 
training  afforded  by  the  Smith-Hughes  act] 

Federal  aid  for  vocational  education.  Differences  regarding 
administration  of  Smith-Hughes  bill.  Manual  training 
magazine,  Jan.  1917,  v.  18:     199-202. 

Federal  aid  for  vocational  education.  School  and  society,  Sept. 
15,  1917,  V.  6:     325-6. 

[Summary  of  the  tenth  Bulletin  of  the  Carnegie  foundation  for  the 
advancement  of  teaching] 

Federal  money  for  vocational  schools.  Survey,  Jan.  18,  19 13, 
V.  29:     490-1. 

[Provisions  of  Page-Wilson  bill] 

Federal  subsidies  for  education.  Elementary  school  journal, 
Jan.  191 7,  V.  17:     297-8. 

Fidler,  Harry  L.  Vocational  training:  the  new  education. 
Current  history  magazine,  Feb.  1922,  v.  15  :     774-80. 

Glynn,  F.  L.  Vocational  education  under  state  control. 
American  industries,  May,  1916,  v.  16:     23-5. 

Harris,  Garrard.  Federal  vocational  board  and  its  wide  rami- 
fications. Manufacturers  record,  August  15,  1918,  v.  74: 
72. 

Hawkins,  L.  S.  Federal  aid  for  commercial  education  avail- 
able under  recent  interpretation  of  the  Smith-Hughes  act 
(a  summary)  (/w  National  society  for  vocational  educa- 
tion.    Bulletin  no.  29,  p.  9-15) 

How  federal,  state  and  local  governments  are  cooperating  to 
promote  trade  and  industrial  education.  American  city 
(C.  ed.)     Dec.  1918,  v.  19:     456-60. 

Hughes  bill  for  vocational  education.  School  and  society, 
Jan.  20,  1917,  V.  5:     71-2. 

Increased  federal  aid  for  home  economics  education.  Hear- 
ings on  bill  proposed  to  amend  the  Vocational  education  act 


68   FEDERAL  BOARD  FOR  VOCATIONAL  EDUCATION 

of    1917.     Vocatifjiial   summary,   March,    1921,  v.   3:    170- 

174. 
Johnson,    D.    D.     Administration    of    vocational    education. 

Manual  training  magazine,  Dec.  1916,  v.  18:     134-6. 

Kock,  H.  E.  Qualifications  for  directing  vocational  educa- 
tion.    Journal  of  education,  June  26,  1913,  v.  '/j :  722-3. 

Lane,  W.  D.  Plan  to  stimulate  vocational  education  in  all  the 
states.     Survey,  July  18,  1914  v.  32:  417-8. 

[Account  of  the  work  of  the  Commission  which  drafted  the  Smith- 
Hughes  bill] 

Lapp,  J.  A.  National  aid  for  vocational  education.  School 
and  society,  May  8,   1915,  v.  i:     649-57. 

[Approves  the  bill  to  provide  such  aid] 

Learned,  H.  B.  Educational  function  of  the  National  gov- 
ernment.    American  political  science  review,  Aug.  192 1,  v. 

15:     335-49- 
Leavitt,  F.  M.     Federal  aid  for  vocational  secondary  educa- 
tion.    School  review,  Dec.  191 1,  v.  19:     694-6. 

[Analysis  of  Page  bill] 
Legislation  leading  to  the  Federal  vocation  act.     School  and 
society,  Aug.  4,  19 17,  v.  6:     144-6. 

[Reprinted   from  Experiment   station  record]   ' 
List  of  questions  on  Smith-Hughes  vocational  education  bill. 

Manual  training  magazine,  Mar.  1917,  v.  18:     301-2. 
Marsh,  J.  F.     The  Smith-Hughes  act  and  the  states.     School 

and  society,  July  7,  191 7,  v.  6:     27-9. 

[Summary  of  answers  to  circular  of  inquiry  addressed  to  state 
superintendents  of  public  instruction  concerning  plans  for  admin- 
istering the  Smith-Hughes  act] 

Miles,  H.  E.  Federal  aid  for  vocational  education.  Ameri- 
can industries,  April,  1916,  v.  16:     20-1. 

Federal  aid  voted  for  vocational  education.  Ameri- 
can industries,  Feb.  1917,  v.  17:     18-9. 


BIBLIOGRAPHY  69 

Monahan,  A.  C.  Federal  aid  for  vocational  training:  the 
Smith-Lever  and  the  Smith-Hughes  bills.  Journal  of  home 
economics,  May,  1915,  v.  7:     245-8. 

[Provisions  of  the  two  bills  explained] 

Munroe,  J.  P.  Advantages  of  national  auspices  of  re-educa- 
tion. Annals  of  the  American  academy  of  political  and 
social  science.  Philadelphia.  Nov.  1918,  v.  80:  123-30. 
"The  Vocational  rehabilitation  act.  (Smith-Sears  act)"  p. 
127. 

Nation-wide  vocational  education.  Review  of  reviews,  Aug. 
I9i7>  V.  56:     210-11. 

National  aid  for  efficiency.  Industrial  management,  June, 
1917,  V.  53:     436-41- 

[A  terse  outline  of  the  federal  act  provided  by  the  National  society 
for  the  promotion  of  industrial  education] 

National  aid  to  vocational  education    [Editorial]      Industrial 

arts  magazine,  Nov.  1914,  v.  2:     22t,. 
Our  National  board  and  the  Bureau  of  education  [Editorial] 

Industrial  arts  magazine,  Oct.  1917,  v.  6:     414-5- 

[Will  the  Federal   commission  be  a   reviewing  or  will  it  be  an 
initiating  agency?"] 

Policy  in  vocational  education.  New  republic,  Feb.  17,  19 17, 
V.  10:     63-5. 

[Writer  is  of  opinion  that  the  Smith-Hughes   act  will  stimulate 
systems  of  continuation  schools  in  the  states] 

Positions  under  the  Federal  board  for  vocational  education. 
School  and  society,  May  15,  1920,  v.   11:     584-5. 

Prosser,  Charles  A.  Federal  vocational  education  an  evolu- 
tion of  American  legislation.  Review  of  instructions  given 
to  state  boards  of  education  and  state  vocational  directors, 
by  Charles  A.  Prosser,  director  of  Federal  vocation  com- 
mission.    Educator  journal,  Oct.  1917,  v.  18:     73-6. 

Rehabilitation  of  persons  disabled  in  industry  or  otherwise 
and  their  return  to  remunerative  occupation.     Conference 


70   FEDERAL  BOARD  FOR  VOCATIONAL  EDUCATION 

at  Salt  Lake  City   [Nov.  9,   1920]     Vocational  summary, 
Dec.  1920,  V.  3:     119. 
Schools    training    vocational    teachers.     School    and    society, 
Aug.  4,  1 91 7,  V.  6:     135-6. 

[The  Vocational  education  act  provides  $500,000  for  the  training 
of  teachers  of  agricultural,  trade,  industrial  and  home  economics 
subjects  in  1918] 

Seerley,  H.  H.     National  aid  to  vocational  education.     School 

and  society,  Aug.  12,  1916,  v.  4:     238-42. 
Smith,  A.  T.     Suggestive  debate  [on  the  bill  for  vocational 

education]     School  and  society,  Feb,  24,  1917,  v.  5:     229- 

30- 
Smith-Hughes   act;   a   summary.     Industrial   arts   magazine, 

April,  19 1 7,  v.  6:     168-9. 

[Text  of  the  act,  which  is  characterized  as  the  culmination  of  a 
nine  years'  campaign  for  national  recognition  of  vocational  educa- 
tion on  the  part  of  the  National  society  for  the  promotion  of  indus- 
trial education] 

Smith-Hughes  act  for  the  promotion  of  vocational  education. 
School  and  society,  Mar.  10,  1917,  v.  5  :     296-8. 

Summary  of  the  act,  supplied  by  the  U.   S.  Bureau  of 
education. 

Smith-Hughes  act  for  vocational  education.  Scientific  Ameri- 
can, Aug.  25,  1917,  v.  117:     130- 

Smith-Hughes  bill  for  federal  aid  for  vocational  education. 
American  industries,  June,  1916,  v.  16:     30-1. 

Smith-Hughes  law.  Industrial  arts  magazine,  April,  191 7,  v. 
6:     166-7. 

[Outlines  the  steps  necessary  to  be  taken  by  the  states  in  order  to 
qualify  for  federal  aid] 

Snedden,  David.  Publicly  supported  vocational  education :  is 
it  undemocratic?  Manual  training  magazine,  April,  1917, 
v.  18:     321-4. 

[Favors  financial  aid  and  cooperative  supervision  by  federal 
government  for  industrial,  agricultural  and  home-making  educa- 
tion] 


BIBLIOGRAPHY  71 

Supplying  teachers  of  vocational  education.     Journal 

of  education,  Dec.  26,  1912,  v.  76:     687. 

[Shows  need  of  trained  teachers] 

Vocational  education  [Smith-Hughes]  bill  explained  by  Con- 
gressman Hughes.  Iron  trade  review,  Jan.  18,  1917,  v.  60: 
214-5. 

The  Vocational  education  commission.  Manual  training 
magazine,  June,  1917,  v.  18:     427-8. 

[Appointment   of  the  three  citizen  members  of  the   commission 
should  be  made  at  once  in  order  that  active  work  may  be  begun] 

Washington  correspondence  [regarding  the  Federal  board  for 
vocational  education]  Conferences  with  the  states.  Ac- 
tion taken  by  the  states.  Announcement  of  policies  de- 
ferred. Training  of  teachers.  Variety  of  problems. 
Offices  of  the  Board.  Manual  training  magazine,  Oct.  191 7, 
V.  19:     61-5. 

Williams,  J.  F.  Conservation  of  the  nation's  most  valuable 
resources.     Educational  review,  Nov.  19 18,  v.  56:     325-38. 

Wolfe,  A.  B.  Intensive  industrial  training  under  govern- 
ment auspices  in  war  time.  Journal  of  political  economy, 
Nov.  1919,  V.  27:     725-58. 

Woolman,  M.  S.  Smith-Hughes  bill.  Journal  of  home 
economics,  May,  1916,  v.  8:     241-6. 


INDEX 


Adams  Act,  2. 

Administrative  Group,  22,  26. 
Agents,  in  civilian  rehabilitation, 
19,  20;  in  vocational  education, 

7.  15- 
Agricultural    Education    Service, 

15,  23,  24,  27. 
Agricultural    Vocational    Educa- 
tion, appropriation  for,  5. 

American  Federation  of  Labor, 
urges  federal  aid,  3 ;  on  soldier 
rehabilitation   committee,   8. 

Appropriations,  for  civilian  re- 
habilitation, 12,  47;  for  disabled 
soldier  rehabilitation,  11;  for 
vocational  education,  5,  47. 

Chamber  of  Commerce  of  the 
United  States,  endorses  federal 
aid,  3 ;  on  soldier  rehabilitation 
committee,  8. 

Civilian  Rehabilitation  Division, 
24,  27. 

Civilian  Vocational  Rehabilita- 
tion Act,  provisions  of,  12,  13 ; 
work  under,  13. 

Colleges,  vocational  education  in, 

1-3- 
Commercial    Education    Service, 

16,  23,  24,  2y. 
Conferences,  with  state  boards,  7, 

13,  16,  17,  20. 

Disabled,  definition  of,  13. 

Duties,  of  Federal  Board,  in 
civilian  rehabilitation,  12,  18, 
19;  in  vocational  education,  6, 
14. 

Expenditures,  47. 


Federal  aid,  settlement  for,  3 ; 
previous  examples  of,  1-3;  pro- 
cedure by  states  to  get,  5,  12. 

Federal  Commission  on  National 
Aid  to  Vocational  Education, 
3 ;  report  of,  4. 


Hatch  Act,  2. 
Home       Economics 
Service,  23,  24. 


Education 


Mails  and  Files  Section,  22,  2y. 
Members,   of   Federal   Board,   5, 

22. 
Morrill  Act,  i ;  second,  2. 

National  Society  for  the  Promo- 
tion of  Industrial  Education,  3. 

Public  Health  Service,  8,  10,  24. 
Publications,  7,  18,  20,  21 ;  list  of, 
3.1-34- 

Region,  central,  15,  23;  north  At- 
lantic, 15,  23;  Pacific,  15,  23; 
southern,  15,  2^. 

Rehabilitation,  appropriations  for, 
II ;  investigation  of,  10;  of  dis- 
abled veterans,  8 ;  responsibility 
for  placed  on  Federal  Board, 
9;  transferred  from  Federal 
Board,  11. 

Reports,  from  state  boards,  6,  12, 
14,  19- 

Service,  special,  15,  16. 
Smith-Hughes  Act,  provisions  of, 
„_S.  6."  purpose  of,  i7n. 
Smith-Lever  Act,  2,  3. 


74 


INDEX 


State  Boards,  required,  5,  12;  re-      Trade  and  Industrial  Vocational 
ports  from,  6,  12,  14,  19.  Education,  appropriation  for,  5. 


Teachers.       ai)propriation       for,  Vocational    Education    Division, 

training  of,  5.  22,  27. 
Trade   and   Industrial   Education 

Service,  15,  23,  24,  27.  War  Work,  7-1 1. 


This  book  is  DUE  on  the  last  date  stamped  below 


May,  12' 


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DUE  2  WKS  FROM  DATE  RECEIVED 


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